Learning foreign languages through content and language integrated learning in physical education: A systematic review.
The goal of this systematic review was to describe and assess studies that used content and language integrated learning (CLIL) programmes to teach a foreign language via physical education in the school context. 35 articles met the selection criteria. Results showed two types of studies: (a) Low-in...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/32083 |
| Acceso en línea: | https://hdl.handle.net/10578/32083 |
| Access Level: | acceso abierto |
| Palabra clave: | AICLE Aprendizaje de Lenguas CLIL Educación Física Foreign Language Language Learning Lengua Extranjera Multilingualism Multilingüismo Physical Education |
| Sumario: | The goal of this systematic review was to describe and assess studies that used content and language integrated learning (CLIL) programmes to teach a foreign language via physical education in the school context. 35 articles met the selection criteria. Results showed two types of studies: (a) Low-intensity CLIL programmes (only the physical education subject was used) and (b) High-intensity CLIL programmes (various academic subjects were combined). No studies were found in the preschool education stage. Most of the research was implemented in Spain. Games and sports were the most frequently used contents, and English the most commonly used foreign language. High-intensity CLIL programmes improved student’s overall proficiency in a foreign language in a higher level. Finally, it is not clear if physical education conducted using CLIL has a positive or negative effect on students’ moderate-to-vigorous physical activity (MVPA) levels. |
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