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Abstract

Abstract:Content and Language Integrated Learning (CLIL) provides students with enhanced opportunities to acquire competence in additional languages while learning different subjects. Due to its features one of the target subjects for the application of CLIL is Physical Education (PE). In this subject its application is widespread in countries such as Italy, Greece or Spain among others. The particular interest of this research focuses on the Spanish context. Spanish education is particularly sensitive to European initiatives regarding language policies. The aim of the study is to know, from the PE teachers' viewpoint, whether the essence of PE is subjected to so substantial modifications due to the introduction of CLIL that jeopardize its idiosyncrasy. We opt for a pure qualitative research method based on semi-structured interviews. Particularly, an a priori theoretical orientation that influenced the development of our research questions, interview protocols, and subsequent data analysis was used. The results found were organized in five categories of analysis: Curricular effects, Language insertion, Teaching method, Motivation and Workload. Furthermore, each category was broken into several subcategories. The application of CLIL within the Secondary education in Spain does not endanger the essence of the PE according to the interviewees' perception. However, the study may conclude that there is a need to improve the amount of workload and the acknowledgement of teachers involved, since it could result in an increase of burnout and demotivation.

CLIL realities through the lens of English and content teachers

“…These comments clearly shore up the lower means seen by both groups of teachers in the quantitative section in Areas 1 and 3 which we already discussed, and here one sees that content teachers remark directly on the need to create their own resources, which has been a complaint from teachers in previous studies (Salvador-Garcia, C. & Chiva-Bartoll, 2017;Morton, 2013).…”

A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels

“…In our case, the interviewed students were willing to help each other understand, maybe due to the high levels of motivation that are usually linked to Physical Education through CLIL (Baena-Extremera et al, 2017;Lamb and King, 2019). In addition, using CLIL may entail an increase in students' attentiveness (Zindler, 2013;Salvador-García and Chiva-Bartoll, 2017), or the use of teaching strategies that teachers employ to enhance students' understanding (Gomez and Jimenez-Silva, 2012;Salvador-García et al, 2019). In this regard, teachers who apply CLIL tend to be more concerned with the vocabulary and language structures they use to ensure effective communication (Ting, 2011;Zindler, 2013).…”

“…Contrary to the stereotypes of many critical voices who claim that physical activity levels decrease in Physical Education with CLIL (Coral et al, 2017;Martinez and Garcia, 2017), we did find evidence in both the interviews and accelerometry results that the quality of physical activity is not necessarily diminished. In addition, despite some teachers' concerns about their explanations being longer when applying CLIL (Lo and Macaro, 2015;Salvador-García and Chiva-Bartoll, 2017), the percentage of time that students were engaged in MVPA was also maintained.…”

“…In addition to the aforementioned functions, Physical Education has increasingly been involved in the development of programs devoted to the learning of another language (Baena-Extremera et al, 2017;Lamb and King, 2019), often through the CLIL (Content and Language Integrated Learning) approach (Coral et al, 2017;Salvador-García and Chiva-Bartoll, 2017). This stems from the need to improve second-language education and bilingualism, which is an essential skill in today's society (Marsh, 2002).…”

Physical Education and English learning: perceptions of students participating in a CLIL program

“…In this context, PE and English language learning are two important subjects that can complement each other to provide students with a more dynamic and effective learning experience. By integrating physical activity with language learning, students can improve their physical and cognitive abilities, boost their confidence, and develop essential life skills (Ceallaigh et al, 2017;Celina & Oscar, 2017;Fazio et al, 2015;Salvador-García et al, 2022).…”