Open AccessLearning foreign languages through content and language integrated learning in physical education: A systematic review
Author(s) -
Víctor López,
Sixto González-Víllora,
David Hortigüela-Alcalá
Publication year - 2021
Publication title -
porta linguarum
Language(s) - English
Resource type - Journals
eISSN - 2695-8244
pISSN - 1697-7467
DOI - 10.30827/portalin.v0i35.15785
Subject(s) - physical education , foreign language , content and language integrated learning , psychology , mathematics education , pedagogy , english as a foreign language
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.