GRADO EN EDUCACIÓN PRIMARIA TRABAJO FIN DE GRADO

GRADO EN EDUCACIÓN PRIMARIA TRABAJO FIN DE GRADO

GRADO EN EDUCACIÓN PRIMARIA
CENTRO DE PROFESORADO SAGRADA FAMILIA
ADSCRITO A LA UNIVERSIDAD DE JAÉN
2013/2014
TRABAJO FIN DE GRADO
CLIL: THE TEACHING OF PHYSICAL
EDUCATION IN ENGLISH
Innovative educational project
(Proyecto de innovación educativa)
María Dolores Lopezosa Martínez
Directora: Dña. Elena Moreno Fuentes
Úbeda, mayo de 2014
TABLE OF CONTENTS
TABLE OF CHARTS ................................................................................................................... 2
TABLE OF FIGURES .................................................................................................................. 2
1.
ABSTRACT .......................................................................................................................... 3
2.
STATE OF THE ART........................................................................................................... 4
3.
GROUD DATA INVOLVED ............................................................................................. 14
4.
DESCRIPTION AND OBJECTIVES ................................................................................. 15
5.
METHODOLOGY .............................................................................................................. 17
6.
TIMELINE .......................................................................................................................... 22
7.
ASSESSMENT ....................................................................................................................... 25
8.
CONCLUSIONS ................................................................................................................. 27
9.
FINAL REFLECTION ........................................................................................................ 29
10.
REFERENCES ................................................................................................................ 30
11.
APPENDIX 1: BILINGUAL UNIT ................................................................................ 32
12.
APPENDIX 2: ATTENDANCE SHEET ........................................................................ 46
13.
APPENDIX 3: PUPILS’ EVALUATION ...................................................................... 47
14.
APPENDIX 4: WEBSITE’S SCREENSHOTS .............................................................. 48
TABLE OF CHARTS
Chart 1 ........................................................................................................................... 21
Chart 2 ........................................................................................................................... 24
Chart 3 ........................................................................................................................... 26
Chart 4 ........................................................................................................................... 33
Chart 5 ........................................................................................................................... 34
Chart 6 ........................................................................................................................... 36
Chart 7 ........................................................................................................................... 37
Chart 8 ........................................................................................................................... 44
Chart 9 ........................................................................................................................... 45
Chart 10 ......................................................................................................................... 47
TABLE OF FIGURES
Figure 1 ........................................................................................................................... 12
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1. ABSTRACT
In the last few years there has been a growing number of primary schools in
Spain to become part of bilingual projects. Therefore, the objective of this researcher is
to provide suggestions for improvement about how we could develop students'
communicative competence in foreign language from physical education due to it is
known that the use of CLIL means an increased exposure to the foreign language so as
to children will develop their language skills.
In order to develop our paper, we will set up the objectives which we want to
achieve, as well as the methodology and the activities that would be necessary to
implement. Moreover, the timeline and the assessment of the project will be
accomplished so as to see if this could be possible or, on the contrary, we will need to
think of another king of solutions. Likewise, some innovative materials and
improvement proposal will be brought.
This project was carried out to find out a teaching-learning process on the
improvement of linguistic, cultural, cognitive and content expression on students in a
non-native language through Physical Education.
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2. STATE OF THE ART
This work is intended as a tool for bilingual programs in which English is taught
through physical education classes. So, this research seems to be adequate in the sense
to be conducted because there are a variety of approaches, methods and techniques used
for the development of the linguistic competence in a second language, but so far none
has been able to continuously satisfy all participants involved in the process. The fact is
that each of the approaches used has been replaced by another one which in turn has
also ended up being replaced again. And actually, the application of different
approaches and methods through history, with its successive transformations, has been
due to new requirements of the times and changing social and personal interests of
students.
In relation to this, we will make a brief historical review and description of
relevant Teaching methods for languages acquisition. The data gathered from this study
will be useful to compare these methods and, finally, to see how CLIL could help the
development our students’ knowledge.
First, the grammar-translation method based teaching in a second language 1 in
the detailed: analysis of grammar rules and exceptions and then apply the knowledge
gained from translating sentences and texts that is done in the target language itself and
conversely. The first language serves as a reference system in the acquisition of L2.
This method originated in Prussia in the late eighteenth century and was adopted
as the model system used for the teaching of Latin and Greek. It is heir to the German
academic practice and some of its representatives were J. Seidenstücker, K. Plötz, HS
and J. Meidinger Ollendor.
For this method, language is a system of rules that should be taught through texts
and related rules and meanings of the first language.
The basis of both linguistic plural description and as the activities in class is the
written language. The vocabulary is learned through word lists and special emphasis is
put on the correctness of the translation.
The learning grammar is deductive, that is, a rule that is explained and then
learnt by heart and practiced in translation exercises is presented. The language of
instruction is the first language of the learner.
1
From now on L2
4
The teacher is the main protagonist of the teaching-learning process, the highest
authority. Its function is to provide language skills and correct errors produced by
learners. The student, however, has some participatory role, just follows the instructions
of the teacher, memorize rules and vocabulary lists to read and translate.
But nothing can exist without dissenting voices that drive changes arise. Indeed,
in the nineteenth century, C. Marcel, T. Prendergast and F. Gouin, among others,
proposed approaches that encircle the teaching strategies of the way foreign languages
are acquired the mother tongue 2.
This is the natural method and is based on the observation and interpretation of
how speakers acquire their L1 first, and how they learn an L2. Students are exposed to
the first oral language to later get in touch with the written language in the target
language. We see that the grammar as process center side significantly longer.
Later, these elements of the natural approach would give rise to one of the most
widespread and known in many parts of methods, the direct method. Their approaches
are based on assumptions of naturalistic language learning, that is, in the conviction that
the process of L2 learning is similar to the process of acquisition of L1.
This method is the result of the ideas introduced by the reform movement
emerged in the late nineteenth century, and the principles for teaching based on
assumptions of naturalistic language learning languages. He was one of the first
attempts to construct a methodology of language teaching based on the observation of
the process of acquisition of the mother tongue of the children. It was introduced in
France and Germany in the early twentieth century and widely known in the United
States thanks to L. M. Sauveur and Berlitz, who applied it in their schools.
It incorporates a new approach to language teaching by giving absolute priority
to the spoken language and advocates the teaching in the target language. It is based on
the following principles: Exclusive use of the L2, teaching vocabulary and structures of
daily life and inductive teaching of grammar. Moreover, development of oral
communication skills in a progressive and graduated form through the exchange of
questions and answers between teachers and students, introduction of new oral teaching
contents, using the show and objects and drawings in the introduction of specific
vocabulary. To finish, the association of ideas in the introduction of abstract vocabulary,
2
From now on L1
5
teaching of expression and listening comprehension, emphasis on pronunciation and
grammar.
The underlying concept of learning equates the learning process of L2
acquisition of L1. The method is characterized as imitative, associative and inductive:
language is learned through imitation of a language model and memorizing phrases and
short dialogues, the lexicon is acquired through partnerships and grammar rules are
induced from the observation of the examples. The teacher, preferably native speaker, is
the protagonist of the class is not only language model but must have initiative and
drive to create the necessary interaction in the classroom.
Opponents of the direct method mention their approaches lack theoretical and
methodological basis, since the method has a theory about the nature of language and a
theory about learning it and lacking methodological principles consistent as a basis to
teaching techniques
Despite all these drawbacks, the direct method has offered important innovations
in the field of teaching processes, due to there were visible problems in the teaching and
learning process and has opened the way for the teaching of foreign languages.
Furthermore, given the immediate needs of the war, had to involve universities,
psychologists and linguists prestigious (Boas, Bloomfield and Fries, among others) who
were devoted to structure appropriate strategies and techniques to achieve the purposes
proposed. It appeared so, the method of the army.
The U.S. government asked a few universities to develop special programs for
teaching foreign languages for military personnel. The methodology was then to access
the compression of native languages in the United States helped to consolidate and
structure approach to language learning as far and exotic as Chinese, Japanese, Malay,
etc. This implied a deep dive into the oral aspect of the target language. The reason for
the emphasis on oral language was due to the need for soldiers to you instantly
communicate with locals. Immersion meant many hours a week with many exercises,
repetition and practice to acquire and internalize new linguistic habits. Grammatical
structures are arranged in order of increasing complexity.
Taking this into account, the vocabulary is incorporated into teaching units
refers to words and expressions most frequently. The materials are prepared by
linguists. For this reason, visibly manifests the importance of applied linguistics to the
teaching of foreign languages.
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Moreover, the lesson plan usually considered the presentation of dialogues from
which grammar rules are inferred. It appealed to much repetition and substitution drills.
As a consequence, these are the foundations nominate stage method of teaching
foreign languages for at least the decades of the fifties and sixties, the audio-lingual
method.
This method gives priority to spoken language (speaking and hearing) regarding
it as a system of sounds used for social communication. Teachers wanted linguistic
correctness and is about the individual learn new vocabulary by associating the spoken
word and the visual image, mainly through repetition. Too much emphasis on
mechanical and imitation exercises native patterns for which advanced technological
means (audio gramophones, tape recorders) and a very detailed study guide that models
all possible situations where the individual should use the language that used to serve
for example, all this in order to achieve a model as accurate as possible.
It is clearly the presence of neo-Skinner and behaviorism, as it comes to
language as a set of habits and as a form of social behavior, a form of reaction of the
organism to the environment. Experts do not give importance to the rational and
conscious learning. Skinner and his followers understood that those who learn the
language as a form of verbal expression could not reach an understanding of native
speakers. For him, knowing a language was something more to know about what to
speak and how to speak their native or talk.
The behaviorist theory stimulus-response (SR) and reinforcement adopted in
language teaching has resulted in mechanical repetitions of certain linguistic patterns,
and excessive and extensive use of imitation to ignore the level of creativity and
spontaneity.
But in the late fifties, Noam Chomsky published his book Syntactic Structures in
laying the foundation for a profound transformation in linguistic studies and new
approaches to teaching foreign languages. Categorically he rejects the description of
structuralism and behaviorist theory in the acquisition of new linguistic habits. The
language implies creation and generation of new sentences based on the application of
rules of great complexity and abstraction.
British linguists emphasized another fundamental dimension of language that
was not adequately reflected in the approaches to language teaching ath the moment: the
functional and communicative potential of language.
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In fact, the pressure of the changing conditions of society, coupled with the
experience and intuition and the same teachers, influences for a new approach to appear
on stage with great success and acceptance of the community and prospects dominate
the stage for a long time. It is the communicative approach, although, some of its basic
aspects were applied in the past, reborn from very solid theoretical foundations of
applied linguistics and psycholinguistics.
Thus, this approach aims to prepare the learner for real communication, not only
in the oral aspect. But also in writing, with other speakers of the target language.So, for
this purpose, in the process often instructive texts, recordings used and authentic
materials and activities that seek to imitate faithfully the reality outside the classroom
are provided.
The weakening of the oral approach and Audio-lingual method favors the
emergence of new educational proposals. In the late 60s some British linguists (C.
Candlin and H. Widdowson, among others) believed that the goal of learning a foreign
language should be the development of communicative competence and not only
linguistic competence. As Widowwson points out:
(...) Communicative competence is not a matter of knowing rules for the composition of
sentences and being able to employ expressions Such rules to assemble from scratch and when to as
occasion requires. It is much more a matter of knowing a stock of partially pre-assembled patterns,
formulaic frameworks, and a kit of rules, so to speak, and being able to apply the rules to make whatever
adjustments are Necessary According To contextual demands. Communicative competence in this view is
Essentially a matter of adaptation, and rules are not generative but regulative and subservient. HG
Widdowson (1989: 135).
This new conception of the teaching-learning process of a foreign language
includes contributions from several research fields, such as the British functional
linguistics (eg, J. Firth and MAK Halliday), American sociolinguistics (eg, D. Hymes, J.
Gumperz and W. Labov) and the philosophy of language or pragmalinguistics (eg, J.
Austin and J. Searle). At the request of the Council of Europe, European scholars join
forces to develop an alternative according to the social, economic, political and cultural
reality of modern Europe; the fruit is called communicative approach.
Communication is not just a product, but rather a process that is carried out for a
specific purpose, including some specific partners in a particular situation.
Consequently, it is not enough for learners assimilate a wealth of data (vocabulary,
rules, roles ...), it is also essential that they learn to use that knowledge to negotiate
meaning. They must participate in real tasks, in which the language is a means to an
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end, not an end in itself, for example, see a schedule of aircraft to see if there is direct
flight from Barcelona to Singapore and not, for example, to respond to questions from
the book. The oral interaction among students is common: in pairs, trios, or in larger
groups as a class.
To ensure effective communication, the tasks are governed by three principles.
One of them is information gap, that is among the partners there is a real need for
communication, since everyone has to find something that only your partner know, and
if you cannot see, cannot do their own homework. Another one is freedom of
expression, in other words, the speaker decides the content (what to say), form (how
you say it), the tone, the time, etc. and the last, feedback which means that verbal and
nonverbal reactions caller tell to what extent the student is reaching his goal in the
conversation.
Theater or role play games are close to the actual communication, in which
participants receive (verbal or physical) immediate peers-feedback, so they can gauge
the success in the game and use language. It is estimated that games in addition to
developing communicative competence, may beneficially affect motivation.
Added to that, projects are typical tasks of the communicative approach that may
last a while until one academic year. In the embodiment of a typical project starts by
deciding the topic and participants, an outline and a work schedule are made and papers
are distributed, information is sought and is processed, a final report is written and/or
exposed to the class.
So, the basic unit is the paragraph in written language and the oral statement.
This implies that care should be important components in communication such as
cohesion and coherence.
The attention is focusing on the foreign language, which is a vehicle for
classroom communication, not only the object of study. So, is used in both tasks and for
explanations, clarifications, etc., reserving the mother tongue for special cases.
Although some brief grammar explanations are also given when deemed
appropriate, the presentation of grammar is usually inductive.
On top of that, the textbook is considered a valuable material support, but not the
focus of instruction. Other teaching materials are also used (e.g., card for
troubleshooting tasks in a group) and authentic (magazines, travel brochures, public
transport tickets, etc.). And everyday objects: a camera, an alarm clock, etc. (if the
occasion requires, under the instruction manuals).
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Additionally, the repertoire of roles of the teacher is quite broad: to analyze the
needs of students, creating situations of communication, organizing activities, advice,
participate as an equal partner, observe the development of the tasks in the classroom,
preparing materials, etc. Ultimately, the role of the teacher is to facilitate learning,
encouraging, while the cooperation among students, who are the real protagonists, this
is therefore a learner-centered approach.
The evaluation of students attends both the correction and fluidity. The
assessment is not limited to the product, but covers the entire process, is to determine
when or in what sense should modify some aspect of the instructional process.
The communicative approach has high acceptance in the decades of the 80s and
90s of XX century, but over the years has been losing ground to the task-based
approach, which may well be considered his heir. He is often modeled versus traditional
methods and approaches, focusing on grammar. Actually, is in excess of the previous
models, and does not deny the importance of language skills, but it goes beyond,
looking for a real communicative competence.
In parallel with the communicative approach, alternative methods have been
applied, such as the Method of Total Physical Response.
Total Physical Response (TPR) is a result of a collection of methods developed
by Dr. James J. Asher in 1965 to assist in language learning. The theoretical foundation
of this approach is based on the premise that if students can learn a second language
with any methodology, it would be best to do so in a simple and fun way. Asher stated
that when an additional language, the language learning is internalized through a
process of decryption code.
A reasonable hypothesis is that the brain and the nervous system are biologically programmed to
acquire language, either the first or the second in a particular sequence and in a particular mode. The
sequence is listening before speaking and the mode is to synchronize language with the individual’s body.
(Asher 1996, p. 2-4.).
With this in mind, this process would be similar to the development of the first
language, and enables a long period of development of the understanding before speech
production. Students are called to physically respond to verbal commands.
Incidentally, we must not forget the three key elements that appear as
determinants of learning success are small: the ability to hear language without the
pressure of speaking, the fact that the language of the early years is mostly related to
daily activities and the high degree of interaction with the message context.
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In the classroom, the teacher and the student take similar roles to parent and
child respectively. Students must respond physically to the teacher's words.
Furthermore, due to its approach, TPR approach can be used as an alternative to
teach students with dyslexia or problems related to learning, which commonly
experience difficulties in learning other languages with traditional instruction.
Actually, this technique is especially useful in teaching a foreign language. The
first skills practiced are receptive and is commonly accepted that the student will go
through a silent period before producing any oral or written message. Between these
two there is an intermediate phase in which the student can respond physically to show
understanding of a message. We follow a natural process in learning the L2, trying to
emulate the way you learned your first language.
In this sense, we are going to describe the process and methodology developed
in the language classroom to make it a suitable environment for the call to take place
bilingual education, that is, the approach CLIL (Content and Language Integrated
Learning), which stands for language immersion. It is a term coined in 1994 by David
Marsh advocated that there is greater success in learning foreign languages through the
core subjects, such as history or science in educational contexts through functional
curricula that treated in isolation and forced or invented situations, as subjects. Here we
have the Marsh’s definition of CLIL:
CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign
language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a
foreign language. (Marsh, 1994).
‘This approach involves learning subjects such as history, geography or others, through an
additional language. It can be very successful in enhancing the learning of languages and other subjects,
and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners.’
(Marsh, 2000).
Research in this field has also shown that multilingualism in school, drawing on
the resources, strategies and skills developed by the student when learning a language or
subject, through integrated curriculum of language and non-language areas contributes
so effectively to the development of communicative competence in languages that
optimizes and facilitates later learning.
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According to Do Coyle (2005), CLIL is based on four key principles:
Cognition
Culture
The 4cs
framework
for CLIL
Communication
Content
The 4cs framework for CLIL. Coyle (2005)
Figure 1
In the first place, this principle successfully placed the content and the
acquisition of knowledge, skills and understanding inherent in the discipline, in the
heart of the learning process itself.
Secondly, another principle defines language as driver for communication and
learning. From this perspective, language is learned through use in untested situations
but put a "scaffolding" (tasks must be planned starting from the most concrete to the
most abstract in parallel with a specific language to the abstract: learning from the
concrete for the concrete to the abstract learning for the abstract).
Thirdly, CLIL should be a cognitive challenge for students: to develop their
thinking skills in conjunction with basic interpersonal communication skills and
competence in cognitive-academic language.
And finally, the fourth principle involves multiculturalism, as language, thought
and culture are linked; CLIL offers opportunities for students to interact with other
cultures.
CLIL has been a tremendous success story and its influence on practice is
currently expanding quickly across Europe and beyond. Recent research has confirmed
that CLIL has positive effects on the language skills of EFL learners, placing them well
ahead of their non-CLIL counterparts. At the same time, studies also indicate that the
learning of content does not suffer in this process; in some cases CLIL students even
outperformed their non-CLIL counterparts (Badertscher, 2009 and Heine, 2008). Taken
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together, there is much evidence to suggest that CLIL students are equally, if not more
successful, at learning a subject than students learning content subjects in L1. This
means that CLIL may be considered as an approach that is mutually beneficial for both
content and language subjects.
Subsequently, the basis of CLIL is that content subjects are taught and learnt in a
language which is not the mother tongue of the learners. So, for this reason, Knowledge
of the language becomes the means of learning content. Added to that, Language is
integrated into the broad curriculum and learning is improved through increased
motivation and the study of natural language seen in context. When learners are
interested in a topic they are motivated to acquire language to communicate. So, CLIL
is based on language acquisition rather than enforced learning. Language is seen in reallife situations in which students can acquire the language. This is natural language
development which builds on other forms of learning. Moreover, CLIL has to do longterm learning. Students become academically proficient in English after 5-7 years in a
good bilingual program. Another point to consider is the fact that fluency is more
important than accuracy and errors are a natural part of language learning. Learners
develop fluency in English by using English to communicate for a variety of purposes.
To conclude, it is important to realise that CLIL helps to introduce the wider
cultural context, to prepare for internationalization, to access International Certification
and enhance the school profile, to improve overall and specific language competence, to
prepare for future studies and/or working life, to develop multilingual interests and
attitudes and to increase learner motivation.
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3. GROUD DATA INVOLVED
Focusing now on the group where our project will be developed, it is necessary
to know its main features.
In the first place, the students who will join the innovation project are between
eleven and twelve years old due to this they are in sixth grade of primary school. There
are twenty five students in the classroom, twelve girls and thirteen boys. Almost all of
them belong to a middle-upper class; only one student presents special educational
needs since he has not developed his social skills.
Another key point is the fact that they attend to a state-funded school. Here, we
can find lot of resources. For instance, there are a lot of playgrounds where students can
play during the break and, at the same time, take many their physical education class.
In the same way, there are a gym and a sport center which are used when it is
raining. Thanks to these facilities, students can have their physical education lessons
without any problem. Moreover, it would be possible that two groups of students were
at the same time in the playground because it is very roomy.
The third thing to consider are the primary teaching students who nowadays are
doing their degree practices at the school. Specifically, in our class, there are two
students in practice with the course tutor. So, is important to realize that, as a matter of
fact, there are three teachers taking care of the group.
Bearing this in mind, except for the of physical education hours, students remain
in the same class for all subjects. For this reason, all of them spend the quite a
substantial time sitting in their desks.
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4. DESCRIPTION AND OBJECTIVES
Based on the approach presented in the justification of the project, the main
objective of this paper is to set up the CLIL methodology during the Physical
Education classes with students of sixth grade of primary school. In order to
achieve this goal, we will describe the objectives that we expect to develop:
1. To ensure that students acquire the second language.
In the first place, an objective is to ensure that students acquire the second
language thanks to the development of games in which they will use the L2 each time
they will want to participate in the class. Doing this, they would try to put attention on
the games’ explanations if they wanted to play.
2. To promote the motivation and participation of students.
Another objective is to promote the motivation and participation of students. In
this case, we believe that if we carried out lessons where we used games based on the
Total Physical Response, which is a technique used into the CLIL methodology, the
students would be involved in the class. Moreover, if we got this, the students would not
realise that they are learning English due to they focused their attention in play instead
of learn.
3. To guarantee a good atmosphere in the classroom.
Furthermore, we would like to guarantee a good atmosphere in the classroom,
where students could be able to feel relax and they could participate without feel fear to
make any mistake. Here, the role of the teacher is very important because of he is the
responsible of keep on with the motivation and the good atmosphere. In other words,
that is what we call `The Affective Learning´, on which Jane Arnold claims: “It is
important to communicate positive messages in the classroom to enhance students’ selfesteem since their beliefs about their abilities strongly influence in their performances
(1999:11)”.
4. To achieve that students understand instructions made in the second
language.
In this way, this objective we would like to get is to achieve that students
understand instructions made in the second language.
5. To evaluate the success of the introduction of CLIL methodology in
Physical Education lessons.
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Finally, the last objective we would like to obtain is the success of the introduction
of CLIL methodology in Physical Education lessons. The assessment of the project is
paramount since we will analyse the results it has, the effects on students’ performances
and its prospect implementation.
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5. METHODOLOGY
In this section, we will discuss about the way we will try to achieve the
objectives which we have proposed beforewards in order to develop the main objective
of our project, which is to set up the CLIL methodology in the subject of Physical
Education.
Particular attention is paid to the time we will need to illustrate if our project of
innovation could success. To our knowledge, we will develop the project during three
years.
•
First year: in this stage, the teacher training program will be carried out.
•
Second year: then, we will develop the project.
•
Third year: here, the project will be evaluated.
Next, we are going to explain the way we will develop our activities in order to
achieve our objectives.
1. To ensure that students acquire the second language.
Seeing this, in order to obtain the first objective, which is to accomplish that the
students acquire the second language, we will create lesson where the teacher only used
the L2. For this reason, at the very first moment that the children arrive to the Physical
Education class, the teacher should be able to speak to them in English to explain the
games using the same language. Of course, the teacher has to keep in mind the
importance of use simple sentences and structures because we want our students to
understand everything and be sure about what they should do. In other words, the
teacher should speak in English being conscious about him student’s level of English.
Moreover, the students have to participate using the L2 too, for this reason is
very important that they have the easier structures in their mind and that they
understand correctly the teacher’s instructions.
So as to make easier for the students, the teacher would present them a lot of
flashcards and pictures in which appears the action that the students are supposed to do.
For instance, if they played a game where everybody has to make a circle, the teacher
would present them a picture showing a circle. Once the teacher is sure the students
have understood this instruction, he needn’t to show it again.
17
Besides, it is very important the teacher’s gestures. That means that he would
need to point out everything about he is talking. For example, is he wanted two students
to help him to pick up any material, we would point out to the specific material and the
students would be sure about what to do.
So, to summary this point, what the teacher need to do in order to achieve this
objective is to create Physical Education’s bilingual units. Doing this, we will be sure
that the students would acquire the second language as well as they work day by day.
Additionally, it is necessary that the teacher attends to training teaching courses
due to he would need specifically formation if he wanted to how to performance a
bilingual unit.
2. To promote the motivation and participation of students.
On the other hand, another objective that we want to achieve is to promote the
motivation and participation of the students during the Physical Education lessons. To
get this point, we will develop lessons in which the students can participate and play
together. The game’s level should go together with the students’ age. Doing this, they
will be motivated. In this way, it is important how the teacher arranges the class. That
means that it is necessary to develop several games in which there are groups and
another ones in which the students play together. But he has to keep in mind the
importance of giving point to the student or the group who win the game. If the teacher
does this, the students will enjoy playing and trying to be the best.
Furthermore, we will do several school trips with a view to motivate our
students depending on the topic we work on.
Likewise, we believe that we could improve our students’ motivation if we renew
the Physical Education materials. That means that if our students used more attractive
materials they would feel more stimulated. In consequence, we should keep in mind the
following aspects related with the materials that we would need:
•
Versatile: It will often be more interesting (plus cheaper) generic and usable
material in different activities, the specific to a particular sport.
•
Adaptable: It would be ideal to have a compliant material to the characteristics
and time course of the people who will use it. If this is not possible, look tailored
to the characteristics of the group that you will use in each case material.
•
Security: It is necessary to select material without edges or dangerous areas, and
guards and accessories needed to prevent accidents in their use and handling.
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•
Price: We will need to choose cheap materials but always taking into account
how much it costs.
•
Quality. Whenever possible, we will opt for a quality that ensures sufficient
duration, although this cost anything up; otherwise, a material of poor quality
resulting end more expensive, because of its short duration force us to a new
purchase.
•
Aesthetics: A nice design and care is clearly a factor of motivation for use.
•
Intended use: We will prioritize material that will be used more often and by
more people
•
Previous existences: we will ensure prior to acquisition of new material that is
already available.
3. To guarantee a good atmosphere in the classroom.
Another objective we are focusing on is to promote a good atmosphere in the
classroom. In this way, we will create games in which the students could participate and
performance without the necessity of speaks if they don’t feel comfortable. Doing this,
they will not feel embarrassed if they think that they cannot speak in English. We will
bring them the opportunity to produce the
What is more, the teacher has an important role due to he is the person who
should try to motivate and make his students convenient. So, he should give them
positive reinforces each time they participate or even when they behave appropriately.
In this way, Krashen claims that learners with high motivation, self-confidence,
a good self-image, and a low level of anxiety are better equipped for success in second
language acquisition. Low motivation, low self-esteem, and debilitating anxiety can
combine to 'raise' the affective filter and form a 'mental block' that prevents
comprehensible input from being used for acquisition. In other words, when the filter is
'up' it impedes language acquisition. On the other hand, positive affect is necessary, but
not sufficient on its own, for acquisition to take place.
Accordingly, the teacher should create routines in the Physical Education
lessons. For instance, at the beginning of the class, everybody should greet to the
teacher and to the peers. Therefore, the teacher is the responsible of the students carry
on with these actions.
19
By the same token, if the teacher realized that the students would not feel good
or they would not be comfortable enough during the lessons, he should provide them
some games based on the TPR technique in order to improve the general felling.
4. To achieve that students understand instructions made in the second
language.
Focusing on the next objective, which is to achieve that the students understand
instructions made in the second language, we will develop it by using all the time the L2
in the way that the students understand what the teacher is telling them. So, as we said
before, it is necessary to keep in mind the students’ level in order to produce sentences
that they can make sense on it.
Accordingly, for the purpose of students to understand the teacher instructions,
we will provide him some specific materials useful for the lessons, like flashcards and
pictures. Depending on the unit, we will create different resources.
In addition, we will create workshops where the students could reinforce their
knowledge about the second language.
5. To evaluate the success of the introduction of CLIL methodology in
Physical Education lessons.
At last, in order to accomplish the evaluation of our project, we will control
different processes carried out by means of external verifications elements, such as
attendance sheets and self-evaluation resources.
Here, we present a brief summary of the activities which will be developed
throughout the project.
STAGE
SPECIFIC OBJECTIVES
ACTIVITIES
STAGE 2
STAGE 1
1.1. To create Physical Education’s
1. To ensure that students acquire
the second language.
bilingual units.
1.2. Teachers attend to training teaching
courses.
2.1. To do several school trips.
2. To promote the motivation and
participation of students.
2.2. To improve Physical Education
materials.
20
3.1. To create language workshops.
3. To guarantee a good atmosphere
in the classroom.
3.2. To develop language materials.
4. To achieve that students
4.1. To create routines.
understand instructions made in
the second language.
4.2. To apply TPR techniques.
STAGE 3
5.1. To control the different processes
5. To evaluate the success of the
carried out by means of external
introduction of CLIL methodology verifications elements.
in Physical Education lessons.
5.2. To establish mechanism for self and
peer evaluation in pupils.
Chart 1
21
6. TIMELINE
In this section, we will offer a brief description of the timeline to follow during the development of the Project.
ACTIVITY
TO
STUDENTS ACQUIRE
JUNE
MAY
APRIL
MARCH
FEBRUARY
JANUARY
DECEMBER
BILINGUAL UNITS.
NOVEMBER
EDUCATION’S
1.2.
SUBJECT
Physical
PHYSICAL
1. TO ENSURE THAT
FACULTY
2014/2015
CREATE
OCTOBER
1.1.
PERIOD
SEPTEMBER
OBJECTIVE
Teachers
Education and
English
2014/2015
TEACHERS
THE SECOND
JUNE
MAY
APRIL
MARCH
FEBRUARY
JANUARY
TEACHING
DECEMBER
SEPTEMBER
TRAINING
NOVEMBER
TO
OCTOBER
ATTEND
LANGUAGE.
Headmaster
_______
COURSES.
STUDENTS.
2.2. TO
IMPROVE
2015/2016
22
JUNE
MAY
APRIL
Teachers and
MARCH
FEBRUARY
TRIPS.
JANUARY
SCHOOL
DECEMBER
SEVERAL
2015/2016
DO
NOVEMBER
PARTICIPATION OF
TO
OCTOBER
MOTIVATION AND
2.1.
SEPTEMBER
2. TO PROMOTE THE
headmaster
Headmaster
_______
Physical
JUNE
MAY
APRIL
MARCH
FEBRUARY
JANUARY
DECEMBER
JUNE
MAY
APRIL
MARCH
Physical
FEBRUARY
WORKSHOPS.
DECEMBER
the classroom.
NOVEMBER
LANGUAGE
OCTOBER
good atmosphere in
Education
2015/2016
CREATE
JANUARY
TO
SEPTEMBER
3. To guarantee a 3.1.
NOVEMBER
MATERIALS.
OCTOBER
EDUCATION
SEPTEMBER
PHYSICAL
Teachers
Education and
English
2015/2016
the second
4.2. TO APPLY TPR
JUNE
MAY
APRIL
MARCH
JANUARY
DECEMBER
FEBRUARY
2015/2016
23
JUNE
MAY
APRIL
MARCH
FEBRUARY
instructions made in
JANUARY
ROUTINES.
Teachers
English
2015/2016
CREATE
DECEMBER
TO
NOVEMBER
students understand
4.1.
OCTOBER
4. To achieve that
NOVEMBER
MATERIALS.
OCTOBER
LANGUAGE
SEPTEMBER
DEVELOP
SEPTEMBER
3.2. TO
Teachers
Teachers
Physical
Education
Physical
5. To evaluate the 5.1. TO
EXTERNAL
JUNE
APRIL
MARCH
FEBRUARY
JANUARY
DECEMBER
MAY
JUNE
MAY
OF
APRIL
MEANS
BY
MARCH
in
OUT
FEBRUARY
CARRIED
Education lessons.
NOVEMBER
Physical
CLIL methodology
Physical
OCTOBER
PROCESSES
JANUARY
of
DIFFERENT
DECEMBER
introduction
THE
NOVEMBER
the
OCTOBER
of
Education
2016/2017
CONTROL
SEPTEMBER
success
SEPTEMBER
TECHNIQUES.
language.
Teachers
Education and
English
VERIFICATIONS
ELEMENTS.
PUPILS.
Chart 2
24
JUNE
MAY
APRIL
MARCH
FEBRUARY
JANUARY
IN
DECEMBER
EVALUATION
PEER
NOVEMBER
AND
Physical
FOR
OCTOBER
MECHANISM
SELF
2016/2017
ESTABLISH
SEPTEMBER
5.2. TO
Teachers
Education and
English
7. ASSESSMENT
In the next grid, we will describe the way we will evaluate our project. Seeing
this, we offer the activities indicators and the means of verification in order to develop
the assessment of each activity that we will carry out so as to evolve our specific
objectives.
SPECIFIC
OBJECTIVES
ACTIVITIES
1.1. To create
ACTIVITIES
MEANS OF
INDICATOR
VERIFICATION
Teachers create
1. To ensure that Physical Education’s bilingual units
students acquire
bilingual units.
the second
1.2. Teachers attend
language.
to training teaching
monthly.
2.1. To do several
school trips.
the motivation
and
participation of
students.
2.2. To improve
Physical Education
materials.
APPENDIX 1:
BILINGUAL UNIT)
/Personal website
Attendance sheet.
Course program.
courses.
2. To promote
Bilingual units (see
(see APPENDIX 2:
ATTENDANCE SHEET)
Students take part on Pupils’ evaluations.
two trips each
(see APPENDIX 3:
PUPILS’ EVALUATION)
course.
/Personal website
At the beginning of
the project, the
Physical Education
Teacher’s notebook.
will be improved.
Teachers create
3.1. To create
3. To guarantee
language workshops. at the end of each
Timeline (see
TIMELINE)
unit.
a good
atmosphere in
the classroom.
language workshops
Teachers create
3.2. To develop
language materials
language materials.
at the beginning of
Resources bank
each unit.
4. To achieve
that students
understand
4.1. To create
routines.
Teachers use
It appears in each
routines at the
bilingual unit. (see
beginning of the
APPENDIX 1:
25
lessons.
instructions
BILINGUAL UNIT)
/Personal website
made in the
second language.
It appears in each
4.2. To apply TPR
techniques.
Teachers use TPR
bilingual unit. (see
techniques in all the
APPENDIX 1:
units.
BILINGUAL UNIT)
/Personal website
5.1. To control the
5. To evaluate
different processes
At the end of each
Bilingual unit
the success of
carried out by means
bilingual unit we
evaluation(see
of external
will evaluate the
verifications
process.
the introduction
of CLIL
methodology in
Physical
APPENDIX 1:
BILINGUAL UNIT)
/Personal website
elements.
5.2. To establish
At the end of each
Education
mechanism for self
bilingual unit
(see APPENDIX 3:
lessons.
and peer evaluation
students will
PUPILS’ EVALUATION)
in pupils.
evaluate it.
/Personal website
Chart 3
26
Pupil’s evaluation.
8. CONCLUSIONS
From the outcome of our investigation it is possible to conclude that the two
main ideas behind CLIL materials are that the approach is topic focused and that
students learn the language through the content. When the content is interesting and
relevant to their other studies, students may be more motivated than when the focus is
on the nuts and bolts of the language (for example, grammar). The second idea is that,
by using topics that they are familiar with and, if possible, that they have recently
studied in their mother tongue, students will be able to learn more as they will already
know a lot of the content and context. This familiarity enables them to pay attention to
details that they would otherwise miss.
CLIL also promotes a holistic approach to teaching and learning. Rather than
starting with the small and building to the large, it works the other way around. This
‘top-down’ approach, using existing knowledge, contextual clues and overall meaning
is almost certainly faster and probably a more useful way of learning, than a ‘bottomup’ approach.
Moreover, students learn the same way as native speakers do. Lessons are based
around highly motivational topics using a top down approach. The content is familiar to
students and multiple intelligences friendly. Students focus on fluency and
communication and have the opportunity to experiment with language. Besides, CLIL
allows language to be used for real purpose and in context. It often involves using real
resources from the country whose language is being learnt and discussing other points
of view and so can contribute to intercultural understanding.
It is often very motivating; a wide range of children say they learn the language
without thinking. However, teachers using the CLIL approach need to have the skills
and language to teach the subjects in combination. For this reason, there is a need for
some specific training in methodology and assessment procedures and progression in
both subjects needs careful tracking.
Seeing this, the proposed method can be readily used in practices. By the same
token, it is known that the use of CLIL means an increased exposure to the foreign
language so as to children will develop their language skills.
Moreover, we can see how increased exposure to foreign language students,
which helps them develop language skills more effectively. In addition, patterns and
27
routines functional use of L2, which are difficult to establish working with children with
a traditional approach are marked. Thus, information gaps are generated through the
meaningful use of language necessary for communication to use situations from
occurring.
On the other hand, students shown great participation, collaboration and
acquired knowledge all interacting with others, all thanks to physical education as it
provides valuable skills to interact with other children and helps disinhibition.
Therefore, increase motivation and consequently, improve academic outcomes.
Thus, we see how the acquisition of the foreign language through TPR approach
relates to the acquisition of the mother tongue. That is, all children begin learning their
language by orders they receive in their daily lives, such as "sit", "listening”, just as J.
Asher proposes that second language should be learned life through the TPR approach,
as this process would be similar to the development of the first language, and allows a
long period of development of understanding before language production. Students are
called to physically respond to verbal commands like to start learning their mother
tongue.
28
9. FINAL REFLECTION
In the first place, I have attended all seminars on time, where I have participated
in an active way, trying to offer different ideas and proposals. Furthermore, I have
submitted all the required documents on the date indicated by the teacher. This has
helped me to work seriously every day and I have had to work daily to deliver all
documents. So, despite having been busy, I've tried to find free time every day in order
to work on my project and go forward.
Regarding the written work, I tried to adapt my paper to the rules of written
presentation. Moreover, I have needed to write my entire project in English, for this
reason, I needed to keep in mind all the grammatical rules, as well as the vocabulary
related with the topic of my project. Anyway, from my point of view, I have developed
my English skills in a better way.
On the other hand, I believe I have developed my critical thinking, since I have
had to make many searches for information and learn to discriminate information. At
the beginning, it was quite hard for me, but during the process, I have improved my
abilities. Otherwise, I have made many reflections and considerations due to it could not
be possible to develop the whole project in a class currently. Under this circumstance, I
need to make a lot of reflections and improve my creative thinking so as to imagine
what king of activities and improvement proposals will be adequate for children and
schools in general.
Additionally, to my mind, I have tried to be consistent and to establish
relationships between different parts of the project.
With respect the theory, I had to say that I have improved notably my knowledge
about the Physical Education and English different methodologies because of I have
leant many things related with this two mentions.
For these reasons, I have felt quite motivated during the whole process. I have
discovered something that I have never done: investigation. And, from my point of
view, it is very interesting I would like to continue working on this. I believe that this is
a good way to continue working in order to develop the teaching training.
29
10. REFERENCES
Arnold, J. (2000). La dimensión eafectiva en el aprendizaje de idiomas. Madrid: Cambridge
University Press.
Arnold, J. (2009). Affect in L2 learning and teaching. Estudios de lingüística inglesa aplicada(9),
145-151.
Arnold, J., & Brown, D. (1999). Affect in language learning. In J. Arnold (Ed.). Cambridge:
Cambridge University Press.
Artuch, C. C. (2013). AICLE en la enseñanza de español para extranjeros: una propuesta
educativa de Historia de España y español combinadas. Salamanca: Universidad
Pontificia de Salamanca.
Asher, J. (1969). The Total Physical Response Approach to Second Language Learning. The
Modern Language Journal.
Asher, J. (1996). Learning another language though actions (5th ed.). Los gatos CA: Sky Oaks
Productions.
Candin, C., & Mercer, N. (2000). English Language TEaching in Its Social Context: A Reader
(Teachin English Language Worldwide).
Coyle, D. (2005). Developing CLIL: Towards a Theory of Practices. Barcelona: APAC.
Coyle, D. (2006). Content and Language Integrated Learning Motivating Learners and Teachers.
Scottish Languages Review, 1 - 18.
Coyle, D., Marsh, D., & Hood, P. (n.d.). Content and language integrated learning. Cambridge.
Educación, J. d. (2011). AICLE secuencias didácticas. Retrieved from
http://www.juntadeandalucia.es/educacion/webportal/web/aicle/contenidos/
Guiérrez, M., & Ruiz, L. M. (n.d.). Perceived motivational climate, sportsmanship, and students'
attitudes toward physical education classes and teachers. Valencia.
Marsh, D. (2012). Content and Languaje Integrated Learning (CLIL). Córdoba: Servicio de
PUblicaciones de la Universidad de Córdoba.
Mateu, J. C. (2012). Physical education in CLIL: Enhanching language through meaningful use
and interaction. APAC'S ELT JOURNAL.
Picard, R., Papert, S., Bender, W., Blumberg, B., Breazeal, C., Cavallo, D., et al. (2004, Octubre).
Affective Learning- a manifesto. BT Technology Journal, 22(4), 253-269.
Pintor, P., Hernández , J., Hernández, A., & Fernández, M. (n.d.). Seminario Educación Física
Bilingüe. Retrieved Abril 9, 2014, from
30
http://campusvirtual.ull.es/ocw/pluginfile.php/5710/mod_folder/content/0/_apuntes
_seminario_clil.pdf?forcedownload=1
Suárez, M. L. (2005). Claves para el éxito del aprendizaje integrado de contenidos y lengua
extranjera (AICLE). Deusto.
Vega, V. R. (2008). Autoconcepto, motivación y ansiedad en el aula de idiomas. . MarcoELE.
Revista de didáctca ele.
Widdowson, H. G. (2003). Defining Issues in English Language Teaching. Oxford.
31
11.APPENDIX 1: BILINGUAL UNIT
LESSON PLAN
NAME OF THE UNIT
PREVIOUS
KNOWLEDGE
WHOLE CLASS AIMS
PERSONALS GOALS
COMPETENCES
LEARNING
OUTCOMES
Level: 6th Primary
Sesions: 8
They know the basic rules of the gym and the habits.
Cooperative games
-
Equipment: duvets, balls,
frisbies, ropes, flashcards.
Facilities: gym and
playground.
To take care about their health.
To accept their own bodies and their friends’ bodies.
To became more self-confidence.
To develop their sensitive skills.
To acquire the linguistic competence in the second language.
To develop critical thinking.
To assume responsibilities.
To be aware of the important of the Physical Education in our body and in our brain.
To be aware of the different rules.
To be cooperative and play with their peers.
To accept their own limitations.
Communicative competence.
Competence in knowledge and interaction with the physical world.
Processing information and digital competence.
Social and civic competence.
Cultural and artistic competence.
Learning to learn.
Competence in autonomy and personal initiative.
Know:
Be able to:
Be aware of:
How to play cooperative games.
- Accept their role while they
- The importance of be creative.
are joining a group.
To listen to their peers.
- Respect the class rules.
- Speak and giving opinion.
How to create a Pictionary.
32
ASSESSMENT
-
For learning
He is able to work in group.
He is able to listen to his peers.
He respects all their peers’ opinions
-
Contribution to competences
He rejects rivalry attitudes.
He can resolve conflicts.
He makes an effort in order to achieve a common goal.
4Cs FRAMEWORK
CONTENT
COMMUNICATION
-
Knowledge about the rules.
Taking decisions.
Accepting own limitations.
Developing games in order to achieve a common goal.
Awarding of personal creativity thinking.
Language
OF
Learning
Vocabulary
Structures
turn, benches, cross,
increase, outward,
clockwise, parachute, knot,
double, direction, ground,
hoops, balloon globe,...
COGNITION
CITIZENSHIP
Chart 4
-
Take his/her right foot. Use
your right hand. Put your
hand on the player next to
you. Roll over. Make a circle
with the chairs. When the
music starts, dance. When
the music
Listening activities.
Cooperatives games with the help of the flashcards.
Dispute resolutions.
Measures of attention to diversity.
Extra resources.
33
-
Language
FOR
learning
There is/There are
Can.
To be.
To have.
How many
How much.
Language
THROUGH
learning
-Imperatives.
-Present simple.
-Past simple.
-Simple questions.
SESSION 1. SAMPLE.
Chart 5
34
SESSION 1. SAMPLE.
35
SELF-ASSESSMENT CHART
If you think that you did it well, mark Yes.
If you think that you didn’t do it well, mark No.
Write the things that you learnt during the class.
Name:
I played the I followed the
I helped and
___________
games
rules
respected my
classmates
Lesson 1
I brought and
used my toilet
bag
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Chart 6
36
Today I learned…
RULES
1. Problem solving, work together.
2. Everyone win,
there are no losers.
3. Everyone plays and participates.
4. Everyone has fun.
5. Everyone works and cooperates with another
one.
Team work + creative thinking + problem
Chart 7
37
38
39
40
41
42
43
Chart 8
44
THEORETICAL ACTIVITIES
THEORETHICAL ACTIVITIES
1. Mark true or false:
When you play cooperative games you work alone
Only the best students can plan to cooperatives games
There isn’t only one winner.
Everybody has to cooperate during the games.
It’s necessary to follow the rules
It isn’t necessary to solve the problems with our
classmates.
1.
2.
3.
4.
5.
6.
2. Match the words with the pictures:
Together
Game
Problem solving
To Cooperate
Winner
Help
Chart 9
45
True
True
True
True
True
True
False
False
False
False
False
False
12. APPENDIX 2: ATTENDANCE SHEET
ATTENDANCE SHEET
TRAINING TEACHERS COURSE
Group:________
Teacher:___________________________________________________
Sesion Nº:__
Date:___________
Surname
ASSISTANTS DATA
name
Time table:_____________
SIGNING
ID card
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
General Observations:
46
OBSERVATIONS
13. APPENDIX 3: PUPILS’ EVALUATION
1. Did you enjoy the
school trips?
2. Do you like
Physical Education
lessons in English?
3. Did you learn new
vocabulary?
4. Do you enjoy the
games?
5. Do you like
Physical Education
materials?
6. Do you like games
in English?
EVALUATION GRID
NAME: ____________________________________________
I don’t like it!
I love it!!!
I like it!!
I hate it!
I love it!!!
I like it!!
I don’t like it!
I hate it!
I love it!!!
I like it!!
I don’t like it!
I hate it!
I love it!!!
I like it!!
I don’t like it!
I hate it!
I love it!!!
I like it!!
I don’t like it!
I hate it!
I love it!!!
I like it!!
I don’t like it!
I hate it!
Chart 10
47
14.APPENDIX 4: WEBSITE’S SCREENSHOTS
INTRODUCTION
STATE OF THE ART
OBJECTIVES AND METHODOLOGY
48
TIMELINE
ASSESSMENT & MATERIALS
MATERIALS CREATED
(HTTP://LOLALOPEZOSATFG.WEEBLY.COM)
49