A New Perspective on Integrating Physical Education and Language Learning

Abstract

This chapter presents theoretical concepts of how language learning and sports could be integrated through the school subject of physical education (PE). It reviews the current position of CLIL PE in Europe and Germany and points out different perspectives on the roles of CLIL PE in bilingual programs. It also outlines early connections between physical activity and language learning made by methods such as Total Physical Response (TPR). However, in contrast to TPR, a new perspective on integrating sports and language learning posits that the benefits do not necessarily lie in the physical activity per se, but rather in the potential for a rich variety of interactions and language practice through greater individual space and other noncognitive affordances. Thus, it suggests that PE creates an arena in which learners can practice and experience language in interactions on different levels. This chapter also discusses how the setting can be used to encourage a “community of learners” based on some principles of social constructivism as well as provide learners with multisensory input and physical engagement with the target language. It additionally outlines how motivation plays an important role in CLIL PE, as research suggests that it has the potential to be high; however, it also acknowledges that this may not always be the case for some learners.