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

• Autores: Víctor Gil López, Sixto González Víllora, David Hortigüela Alcalá
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, págs. 165-182
• Idioma: inglés
• DOI: 10.30827/portalin.v0i35.15785
• Títulos paralelos:
  • Aprendiendo lenguas extranjeras a través del aprendizaje integrado de contenidos y lenguas extranjeras en educación física: Una revisión sistemática
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 9 Citas
• Resumen
  • español

    El objetivo de esta revisión sistemática fue describir y evaluar estudios que utilizaron los programas de aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) para enseñar una lengua extranjera a través de la educación física en el contexto escolar. 35 artículos cumplieron los criterios de selección. Los resultados mostraron dos tipos de estudios:

    (a) programas AICLE de baja intensidad (en los que solo la asignatura de educación física fue implicada) y (b) programas AICLE de alta intensidad (donde varias materias académicas fueron combinadas). No se encontraron estudios en la etapa de educación infantil. La mayor parte de las investigaciones se implementaron en España. Los juegos y deportes fueron los contenidos más utilizados, y el inglés la lengua extranjera más usada. Los programas AICLE de alta intensidad mejoraron el dominio general del estudiante en una lengua extranjera en mayor medida. Finalmente, no está claro si la educación física desarrollada con AICLE tiene un efecto positivo o negativo en los niveles de actividad física moderada-vigorosa de los estudiantes

  • English

    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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