Características del aprendizaje integrado de contenidos de educación física y lengua extranjera
Learning English has become one of the main objectives for the educational system and it has been suggested that the learning of this language is done through content. Due to physical education’s characteristics and idiosyncrasy, it seems to be one of the most likely subjects to use English as the l...
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| Autores principales: | , , |
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| Formato: | text (article) |
| Lenguaje: | spa |
| Publicado: |
2016
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=5400856 |
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| Sumario: | Learning English has become one of the main objectives for the educational system and it has been suggested that the learning of this language
is done through content. Due to physical education’s characteristics and idiosyncrasy, it seems to be one of the most likely subjects to use English as the
language of communication. However, to use it properly, many points have to be considered paying attention to both the peculiarities of physical
education and the language learning theories. This paper analyses these singularities linking them with some of the key factors of content and language
integrated learning (CLIL). In order to improve English learning, the role of the language is highlighted, but taking account the fact that physical
education’s features must be preserved. Finally, to test and evaluate the implementation of the theoretical framework, we present an empirical and
practical learning experience that contrasts and highlights these arguments. |
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