Learning foreign languages through content and language integrated learning in physical educationA systematic review

  1. Víctor Gil-López
  2. Sixto González-Víllora.
  3. David Hortigüela-Alcalá
Revue:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Année de publication: 2021

Número: 35

Pages: 165-182

Type: Article

DOI: 10.30827/PORTALIN.V0I35.15785 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Objectifs de Développement Durable

Résumé

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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