Bilingual physical education: the effects of CLIL on physical activity levels
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Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
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Title
Bilingual physical education: the effects of CLIL on physical activity levelsDate
2019-07Publisher
Taylor & FrancisBibliographic citation
Celina Salvador-García, Oscar Chiva-Bartoll & Carlos Capella-Peris (2019): Bilingual physical education: the effects of CLIL on physical activity levels, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1639131Type
info:eu-repo/semantics/articlePublisher version
https://www.tandfonline.com/doi/abs/10.1080/13670050.2019.1639131Version
info:eu-repo/semantics/submittedVersionSubject
Abstract
Physical education (PE) is often the subject chosen for applying
multilingual initiatives based on content and language integrated
learning (CLIL). Some research literature (Lynott, F. J. 2008. “Integrating
Other ... [+]
Physical education (PE) is often the subject chosen for applying
multilingual initiatives based on content and language integrated
learning (CLIL). Some research literature (Lynott, F. J. 2008. “Integrating
Other Subject Matter without Jeopardizing Physical Education Goals: The
Content Linkage Approach.” Strategies 22 (1): 10–17; Merino, J. 2016.
“Non-Linguistic Content in CLIL: Is Its Learning Diminished?” In CLIL
Experiences in Secondary and Tertiary Education: In Search of Good
Practices, edited by D. Lasagabaster, and A. Doiz, 17–43. Bern: Peter
Lang) suggests that this subject could lose its essence if too much
emphasis is placed on language learning, as it could lead to a reduction
in moderate-vigorous physical activity (MVPA), which is directly related
to healthy lifestyles. Given that PE needs to increase MVPA, while also
allowing students to learn new languages, the purpose of this study is
to analyse whether CLIL affects the levels of MVPA and, if so, to
understand how and why. Through a mixed methodological approach
based on a sequential explanatory design, data were collected and
analysed in two consecutive phases: a quantitative one (n = 49) based
on a quasi-experimental design in which mixed and factorial ANOVA
were applied; and a qualitative one based on a subsequent analysis of
interviews with 13 participants. The results show that levels of MVPA are
higher in the experimental group (CLIL) due to the greater attention
paid and the use of certain communicative teaching strategies. [-]
Investigation project
Universitat Jaume I (UJI-PREDOC/2016/03)Rights
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