Influence of teachers' linguistic competence on the implementation of CLIL in Physical Education

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Porta Linguarum Pub Date : 2023-10-24 DOI:10.30827/portalin.vivii.29170

Francisco José Martínez-Hita, Manuel Gómez-López, David Manzano Sánchez

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Abstract

The aim of this paper was to know the influence of the qualification level in the second foreign language in order to see the differences in teacher perception in Bilingual Physical Education classes (AICLE). For this, 146 active teachers in Physical Education participated in the present study, to whom the Physical Education Session Evaluation questionnaire (CESEFA) was administered through. Effects based on the sex of the participants and age category were also checked. The analysis of results showed that the participants who had a C1 level of English had a more positive perception of all categories analyzed. In turn, no differences were found based on the sex of the participants, but were found based on the age category, finding that those under 36 with a B2 level had a better perception of their classes in the items: take advantage of breaks, adaptation of content and feedback. It is concluded that the degree of qualification influences the perception of Physical Education classes, and that in the case of the youngest subjects, there are elements related to the individual efficacy variable, where no differences were found according to the degree of qualification or even these are positive in favor of level B2.

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教师语言能力对体育教学中CLIL教学法实施的影响

本文的目的是了解第二外语水平对双语体育课堂教师认知的影响，以了解双语体育课堂教师认知的差异。为此，本研究选取146名体育在职教师为研究对象，对其进行了体育课程评价问卷(CESEFA)。基于参与者的性别和年龄类别的影响也被检查。结果分析表明，英语水平为C1级的参与者对所分析的所有类别都有更积极的看法。反过来，没有发现基于参与者性别的差异，但基于年龄类别的差异，发现36岁以下的B2水平的人在项目中对他们的班级有更好的感知:利用休息时间，适应内容和反馈。结果表明:资质程度影响体育课的课堂感知，在最年轻的被试中，存在与个体效能变量相关的因素，在资质程度上不存在差异，甚至这些因素都有利于B2水平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.