This paper deals with the development of material for physical education in CLIL. In the first chapter the concept and definition of CLIL is introduced. The next chapter focuses on physical education and CLIL. Here the different aspects of physical education in contrast to other subjects are discussed. Its learning possibilities for CLIL are revealed and the didactic in CLIL is introduced. The third chapter focuses on the development of material in CLIL in general. The last chapter will finally present the possibilities of the development of material for PE in CLIL. It analyzes different materials and reveals the important facts for material for PE in CLIL.
Table of Contents
1. Introduction
2. Content and Language Integrated Learning (CLIL)
2.1. CLIL: A Definition
2.2. Learning possibilities for CLIL in Physical Education
2.3. Developing material in CLIL
2.4. Developing Material for P.E. Lessons in CLIL
3. Conclusion
4. References
Objectives & Core Topics
This paper explores the integration of bilingual education within physical education (PE) by developing and analyzing subject-specific teaching materials. The central research objective is to investigate how CLIL can be effectively implemented in a PE setting to foster both movement-based learning and foreign language acquisition through authentic, action-oriented content.
- The theoretical foundations and definitions of CLIL in education.
- Specific learning opportunities and pedagogical benefits of CLIL in Physical Education.
- Methodological challenges and strategies for developing bilingual teaching materials.
- Practical case study analysis of volleyball-related materials for secondary school students.
- The importance of teacher collaboration and integration of cultural scripts.
Excerpt from the Book
2.4. Developing Material for P.E. Lessons in CLIL
Material plays a whole different role in physical education than in other content matter subjects. Especially in monolingual physical education little material is used since the pupils understand the vocabulary and work with apparatus instead of papers. Only when it comes to station learning, or theory, paper material is provided. When it comes to PE lessons in CLIL this situation changes since the pupils need a glossary to understand everything and to work at home. Work orders or descriptions of how to arrange the material, should also be written down, especially when they are a little bit complex. Some pupils have a better reading comprehension than a listening comprehension and besides, this means that their understanding is better if they see something written down or visual. For this reason teachers for PE in CLIL should provide more material and try to develop vocabulary lists, glossaries and working sheets in English which foster the understanding. Besides, it is very important that the PE teachers and English teachers try to cooperate and help each other (Breidbach, S. 2002, p.12). The vocabulary and expressions should be practiced and fostered in the English lessons and the topics should be coordinated (see above).
Chapter Summaries
1. Introduction: This chapter outlines the potential of physical education as a bilingual subject and defines the goal of investigating material development for CLIL lessons.
2. Content and Language Integrated Learning (CLIL): This chapter provides an overview of the CLIL concept, its implementation in German schools, and the importance of cultural awareness alongside language proficiency.
2.1. CLIL: A Definition: This section clarifies the definition of CLIL within the European context and highlights the importance of cultural scripts in bilingual teaching.
2.2. Learning possibilities for CLIL in Physical Education: This section discusses the specific pedagogical goals of physical education and how the learning environment of a gym offers unique opportunities for CLIL.
2.3. Developing material in CLIL: This section addresses the need for proactive material creation, the teacher's role as a learner, and the benefit of professional collaboration between foreign language and content-matter teachers.
2.4. Developing Material for P.E. Lessons in CLIL: This section analyzes practical examples of volleyball teaching materials to determine how to effectively structure lessons and vocabulary for bilingual PE.
3. Conclusion: The final chapter summarizes the findings, emphasizing that while PE is not a "typical" CLIL subject, it offers significant advantages for authentic language use and needs further didactic development.
4. References: This section lists all academic sources and teaching resources utilized for the development of the paper.
Keywords
CLIL, Physical Education, Bilingual Teaching, Material Development, Content and Language Integrated Learning, Volleyball, Teaching Methodology, Educational Curriculum, Language Proficiency, Action-Oriented Learning, Cultural Awareness, Pedagogical Perspectives, Vocabulary Lists, Teacher Cooperation, Secondary Education.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the integration of bilingual teaching methods into the physical education curriculum, focusing specifically on the development of appropriate teaching materials to support students.
What are the primary thematic areas covered?
Key themes include the definition and theory of CLIL, pedagogical benefits within PE, challenges of material creation, and the importance of coordination between language and subject-matter teachers.
What is the main objective of the work?
The main objective is to define the potential of PE as a bilingual subject and to provide practical insights into how teachers can adapt or create materials to make PE lessons in CLIL effective and cognitively engaging.
Which scientific method is utilized in the study?
The author uses a qualitative analysis approach, reviewing existing didactic theories on CLIL and evaluating practical teaching materials from a volleyball unit to derive recommendations for bilingual instruction.
What content is covered in the main body?
The main body explores the theoretical framework of CLIL, the unique pedagogical opportunities in sports, strategies for developing bilingual materials, and a critical analysis of specific worksheets and station-learning tasks.
Which keywords best characterize this work?
Core keywords include CLIL, Physical Education, bilingual material development, teaching methodology, and cultural scripts in language learning.
Why does the author argue that PE is suitable for CLIL despite being action-oriented?
The author argues that the authentic, non-faked communicative situations in a gym environment allow for natural language use, which is superior to the artificial communication often found in traditional classroom settings.
How does the author propose to improve the volleyball teaching materials analyzed?
The author suggests adding specific vocabulary lists in semantic fields, incorporating visual aids to explain movement sequences, and linking practical drills with theoretical reflections to foster deeper cognitive engagement.
- Quote paper
- Meike Machunsky (Author), 2008, Developing material for P. E. lessons in CLIL, Munich, GRIN Verlag, https://www.grin.com/document/125403
