Learning foreign languages through content and language integrated learning in physical education: A systematic review

Víctor Gil-López; Sixto González-Víllora; David Hortigüela-Alcalá

doi:10.30827/portalin.vi35.15785

Learning foreign languages through content and language integrated learning in physical education: A systematic review

Authors

Víctor Gil-López University of Castilla-La Mancha
Sixto González-Víllora University of Castilla-La Mancha
David Hortigüela-Alcalá University of Burgos

DOI:

https://doi.org/10.30827/portalin.vi35.15785

Keywords:

CLIL, Foreign Language, Language Learning, Multilingualism, Physical Education.

Abstract

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 a school setting. 35 articles met the selection criteria. Results consisted of 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 was the most commonly used foreign language. High-intensity CLIL programmes improved student’s overall proficiency in a foreign language at a higher level. Finally, it is not clear if physical education classes conducted using CLIL have a positive or negative effect on students’ moderate-to-vigorous physical activity (MVPA) levels.

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Author Biographies

Víctor Gil-López, University of Castilla-La Mancha

Víctor Gil-López, B.S.; M.S., is a Ph.D student at University of Castilla-La Mancha, Spain. He is an English teacher. He is a member of the research group Physical Activity and Sports Teaching (http://www.uclm.es/grupo/edaf/). His research area focuses on foreign language learning and teaching.

Sixto González-Víllora, University of Castilla-La Mancha

Sixto González-Víllora, B.S.; M.S.; Ph.D., is an Associate Professor of physical education and sport pedagogy at University of Castilla-La Mancha, Spain. He is currently the Dean of the Faculty of Education in Cuenca. He is a member of the research group Physical Activity and Sports Teaching (http://www.uclm.es/grupo/edaf/). He is author of six books and ten book chapters and more than 100 articles in scientific journals.

David Hortigüela-Alcalá, University of Burgos

David Hortigüela-Alcalá, B.S.; M.S.; Ph.D., is an Associate Professor of physical education and sport pedagogy at University of Burgos, Spain. He has published different books and more than 100 articles in scientific journals. His research topics are teaching physical education, formative assessment, teaching skills, action research cycles, mixed methodology, motivation and involvement of students in learning, education curriculum.

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Published

2021-01-31

How to Cite

Gil-López, V., González-Víllora, S., & Hortigüela-Alcalá, D. (2021). Learning foreign languages through content and language integrated learning in physical education: A systematic review. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (35), 165–182. https://doi.org/10.30827/portalin.vi35.15785

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Issue

No. 35 (2021): January

Section

Articles

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