Finding the place of content and language integrated learning in physical education within the models-based practice framework

  1. Salvador-Garcia, Celina 1
  2. Chiva-Bartoll, Oscar 1
  3. Hortigüela-Alcalá, David 2
  1. 1 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Zeitschrift:
European Physical Education Review

ISSN: 1356-336X,  1741-2749

Datum der Publikation: 2023

Seiten: 1356336X2311724

Art: Artikel

DOI: 10.1177/1356336X231172488 GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: European Physical Education Review

Ziele für nachhaltige Entwicklung

Zusammenfassung

Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, critical voices within the physical education (PE) arena claim that CLIL may jeopardise the subject. Therefore, CLIL needs to be adjusted in order to remain on the PE agenda. Currently, PE specialists embrace the models-based practice framework, which may involve new educational objectives (e.g. language learning). This paper seeks to fill this gap by advocating CLIL as a pedagogical model within the models-based practice framework. In this sense, CLIL may benefit from the advantages of a well-established approach in PE, bridging the gap between the general theory of CLIL and the practice of PE. The article follows the structure of previous advocacies for pedagogical models in PE and presents criteria, theoretical tenets, teaching and learning implications, a specific teacher profile, essential elements and guiding principles of the CLIL in PE model, as well as research evidence and field-testing experiences. In conclusion, such a framework depicts the interdependence of learning, teaching, subject content, language and context, presenting a work that could become a turning point for PE specialists to see CLIL in a new light.

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