Carregant...
Fitxers
Tipus de document
TesiVersió
Versió publicadaData de publicació
Tots els drets reservats
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/43177
Aprenentatge integrat de continguts d'educació física i llengua anglesa: Educació física al cicle superior de primària
Títol de la revista
Autors
Director/Tutor
ISSN de la revista
Títol del volum
Recurs relacionat
Resum
[eng] The present dissertation is concerned with the Content and Language Integrated Learning (CLIL) approach as it is applied to Physical Education (PE). CLIL is a teaching approach which uses foreign language as a tool to enhance the subject learning process.
The PE-in-CLIL programme is based on Coyle’s 4Cs framework (Coyle 2006, 2007 and Coyle, Hood and Marsh 2010). PE-in-CLIL should be understood as a holistic approach that utilises a basic, yet essential principle of learning; that is, we learn by doing. It is based on tasks wherein students are being pushed to go further and are given the support to do so (Gibbons 2009). It fosters content, language, cognition and cultural awareness. Although PE is a popular subject in CLIL, very little research has been published about it.
The question of the research is: how does a Physical Education and Language Integrated programme significantly improve children’s oracy in their 5th primary year? Four aims are established. The first aim is to identify the features of Physical Education tasks that improve integrated learning. The second is to identify the specific teaching strategies that improve oral communication. The third is to check that meaningful improvements occur in both oral comprehension and oral interaction. Finally, the fourth aim of this study is to identify the Physical Education and English integrated tasks which appeal most to students.
Action Research is used because it solves problems in a realistic way based on the correlation between teachers and professional academics. The PE-in-CLIL Action Research project tries to mesh the curriculum with the reality of school life. It changes the current state of things using systematic reflection. The praxis of the research involves theorizing about practical problems in particular situations and identifying which of these practical theories are widely applicable. PE-in-CLIL research methodology is composed of three Action Research cycles and three levels of analysis. The first level is carried out during the field-work research, and both the second and third levels are carried out after the research.
Twenty-six fifth grade students in a primary school in Catalonia participate in the research. Four different tools are used for gathering data: teacher diaries, video recordings, analysis of documents and one motivational test. The findings were henceforth applied to different complementation and triangulation techniques. Finally, Action Research questions are answered, and teaching dilemmas that had emerged during the research are solved. The trustworthiness of this study is grounded in data collection and data analysis. This PE-in-CLIL research uses a wide range of strategies to achieve Guba’s (1985) criteria for evaluation of research in pursuit of a trustworthy qualitative study.
The analysis reveals that many features of PE tasks that promote integrated learning are linked to balanced tasks. A task is said to be balanced when it has a measured equivalence amongst motor, communication and cognition skills. Tasks need to be balanced and efficient to improve integrated learning. They must meet five requirements: be motivating, include physical activity, foster oral interaction, develop thinking and be socially conducive. The study also shows that collaborative and cooperative strategies, combined with the leader technique, foster oracy in PE-in-CLIL.
The results presented indicate that there are significant improvements in both oral comprehension and oral interaction. The most advantageous PE-in-CLIL activity involves a balanced task that incorporates language and movement without slowing down the pace of the activity. Drills with long explanations that reduce time allotted to physical activity are rejected.
The dissertation also discusses the pedagogical implications of its final product: teaching dilemmas and improvements proposals. The analysis of the teaching dilemmas shows how two different tasks can be transformed into a new integrated, holistic, task which proves to be more beneficial than the sum of its parts. The improvement proposals are presented in three parts: those related to scaffolding, those related to teaching, and those related to PE-in-CLIL pedagogy. Finally, the limitations of the study are exposed and the implications for future research of both motor and language learning are detailed.
Descripció
Tesi doctoral, Universitat de Barcelona. Facultat de Formació del Professorat, 2012
Citació
Citació
CORAL, Josep. Aprenentatge integrat de continguts d'educació física i llengua anglesa: Educació física al cicle superior de primària. [consulta: 15 de desembre de 2025]. [Disponible a: https://hdl.handle.net/2445/43177]