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 language1 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

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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 tongue2.

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

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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:

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

The 4cs framework

for CLIL

Cognition

Communication

Content

Culture

The 4cs framework for CLIL. Coyle (2005)

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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 real-

life 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 long-

term 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’ self-

esteem 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.

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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

STA

GE

1

1. To ensure that students acquire

the second language.

1.1. To create Physical Education’s

bilingual units.

1.2. Teachers attend to training teaching

courses.

STA

GE

2

2. To promote the motivation and

participation of students.

2.1. To do several school trips.

2.2. To improve Physical Education

materials.

20

3. To guarantee a good atmosphere

in the classroom.

3.1. To create language workshops.

3.2. To develop language materials.

4. To achieve that students

understand instructions made in

the second language.

4.1. To create routines.

4.2. To apply TPR techniques.

STA

GE

3 5. To evaluate the success of the

introduction of CLIL methodology

in Physical Education lessons.

5.1. To control the different processes

carried out by means of external

verifications elements.

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.

OBJECTIVE ACTIVITY PERIOD FACULTY SUBJECT

1. TO ENSURE THAT

STUDENTS ACQUIRE

THE SECOND

LANGUAGE.

1.1. TO CREATE

PHYSICAL

EDUCATION’S

BILINGUAL UNITS.

2014/2015

Teachers

Physical

Education and

English

SEPT

EMB

ER

OC

TOB

ER

NO

VEM

BER

DEC

EMB

ER

J AN

UA

RY

F EB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

JUN

E

1.2. TEACHERS

ATTEND TO

TRAINING

TEACHING

COURSES.

2014/2015

Headmaster _______

SEPT

EMB

ER

OC

TO

BER

NO

VE

MB

ER

DE

CE

MBE

R

JAN

UA

RY

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

JUN

E

2. TO PROMOTE THE

MOTIVATION AND

PARTICIPATION OF

STUDENTS.

2.1. TO DO

SEVERAL SCHOOL

TRIPS.

2015/2016

Teachers and

headmaster _______

SEPT

EMB

ER

OC

TOB

ER

NO

VE

MB

ER

DEC

EMB

ER

J AN

UA

RY

F EB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

JUN

E

2.2. TO IMPROVE 2015/2016 Headmaster Physical

22

PHYSICAL

EDUCATION

MATERIALS. SEPT

EM

BER

OC

TOB

ER

NO

VEM

BER

DEC

EMB

ER

J AN

UA

RY

F EB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

J UN

E

Education

3. To guarantee a

good atmosphere in

the classroom.

3.1. TO CREATE

LANGUAGE

WORKSHOPS.

2015/2016

Teachers

Physical

Education and

English

SEPT

EM

BER

OC

TO

BER

NO

VE

MB

ER

DE

CE

MBE

R

JAN

UA

RY

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

JUN

E

3.2. TO DEVELOP

LANGUAGE

MATERIALS.

2015/2016

Teachers English

SEPT

EM

BER

OC

TO

BER

NO

VE

MB

ER

DE

CE

MBE

R

JAN

UA

RY

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

JUN

E

4. To achieve that

students understand

instructions made in

the second

4.1. TO CREATE

ROUTINES.

2015/2016

Teachers Physical

Education

SEPT

EM

BER

OC

TO

BER

NO

VE

MB

ER

DE

CE

MBE

R

JAN

UA

RY

F EB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

J UN

E

4.2. TO APPLY TPR 2015/2016 Teachers Physical

23

language. TECHNIQUES.

SEPT

EM

BER

OC

TO

BER

NO

VE

MB

ER

DE

CE

MBE

R

JAN

UA

RY

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

JUN

E

Education

5. To evaluate the

success of the

introduction of

CLIL methodology

in Physical

Education lessons.

5.1. TO CONTROL

THE DIFFERENT

PROCESSES

CARRIED OUT BY

MEANS OF

EXTERNAL

VERIFICATIONS

ELEMENTS.

2016/2017

Teachers

Physical

Education and

English

SEPT

EM

BER

OC

TO

BER

NO

VE

MB

ER

DE

CE

MBE

R

JAN

UA

RY

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

JUN

E

5.2. TO ESTABLISH

MECHANISM FOR

SELF AND PEER

EVALUATION IN

PUPILS.

2016/2017

Teachers

Physical

Education and

English

SEPT

EM

BER

OC

TO

BER

NO

VE

MB

ER

DE

CE

MBE

R

JAN

UA

RY

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

JUN

E

Chart 2

24

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

ACTIVITIES

INDICATOR

MEANS OF

VERIFICATION

1. To ensure that

students acquire

the second

language.

1.1. To create

Physical Education’s

bilingual units.

Teachers create

bilingual units

monthly.

Bilingual units (see

APPENDIX 1:

BILINGUAL UNIT)

/Personal website

1.2. Teachers attend

to training teaching

courses.

Course program. Attendance sheet. (see APPENDIX 2:

ATTENDANCE SHEET)

2. To promote

the motivation

and

participation of

students.

2.1. To do several

school trips.

Students take part on

two trips each

course.

Pupils’ evaluations. (see APPENDIX 3:

PUPILS’ EVALUATION) /Personal website

2.2. To improve

Physical Education

materials.

At the beginning of

the project, the

Physical Education

will be improved.

Teacher’s notebook.

3. To guarantee

a good

atmosphere in

the classroom.

3.1. To create

language workshops.

Teachers create

language workshops

at the end of each

unit.

Timeline (see

TIMELINE)

3.2. To develop

language materials.

Teachers create

language materials

at the beginning of

each unit.

Resources bank

4. To achieve

that students

understand

4.1. To create

routines.

Teachers use

routines at the

beginning of the

It appears in each

bilingual unit. (see

APPENDIX 1:

25

instructions

made in the

second language.

lessons. BILINGUAL UNIT)

/Personal website

4.2. To apply TPR

techniques.

Teachers use TPR

techniques in all the

units.

It appears in each

bilingual unit. (see

APPENDIX 1:

BILINGUAL UNIT)

/Personal website

5. To evaluate

the success of

the introduction

of CLIL

methodology in

Physical

Education

lessons.

5.1. To control the

different processes

carried out by means

of external

verifications

elements.

At the end of each

bilingual unit we

will evaluate the

process.

Bilingual unit

evaluation(see

APPENDIX 1:

BILINGUAL UNIT)

/Personal website

5.2. To establish

mechanism for self

and peer evaluation

in pupils.

At the end of each

bilingual unit

students will

evaluate it.

Pupil’s evaluation. (see APPENDIX 3:

PUPILS’ EVALUATION) /Personal website

Chart 3

26

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 ‘bottom-

up’ 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 Cooperative games Level: 6th Primary

Sesions: 8 Equipment: duvets, balls, frisbies, ropes, flashcards.

Facilities: gym and playground.

PREVIOUS KNOWLEDGE

They know the basic rules of the gym and the habits.

WHOLE CLASS AIMS - 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.

PERSONALS GOALS - To be aware of the different rules. - To be cooperative and play with their peers. - To accept their own limitations.

COMPETENCES - 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.

LEARNING OUTCOMES

Know: Be able to: Be aware of: - How to play cooperative games. - To listen to their peers. - How to create a Pictionary.

- Accept their role while they are joining a group.

- Speak and giving opinion.

- The importance of be creative. - Respect the class rules.

32

ASSESSMENT For learning Contribution to competences - He is able to work in group. - He is able to listen to his peers. - He respects all their peers’ opinions

- He rejects rivalry attitudes. - He can resolve conflicts. - He makes an effort in order to achieve a common goal.

4Cs FRAMEWORK CONTENT - Knowledge about the rules.

- Taking decisions. - Accepting own limitations. - Developing games in order to achieve a common goal. - Awarding of personal creativity thinking.

COMMUNICATION Language OF

Learning

Language FOR

learning

Language THROUGH

learning Vocabulary Structures - There is/There are

- Can. - To be. - To have. - How many - How much.

-Imperatives. -Present simple. -Past simple. -Simple questions.

turn, benches, cross, increase, outward, clockwise, parachute, knot, double, direction, ground, hoops, balloon globe,...

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

COGNITION - Listening activities. - Cooperatives games with the help of the flashcards. - Dispute resolutions.

CITIZENSHIP - Measures of attention to diversity. - Extra resources.

Chart 4

33

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 games

I followed the rules

I helped and respected my

classmates

I brought and used my toilet

bag

Today I learned…

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Chart 6

36

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:

1. When you play cooperative games you work alone True False 2. Only the best students can plan to cooperatives games True False 3. There isn’t only one winner. True False 4. Everybody has to cooperate during the games. True False 5. It’s necessary to follow the rules True False 6. It isn’t necessary to solve the problems with our

classmates. True False

2. Match the words with the pictures:

Together Game Problem solving To Cooperate Winner

Help

Chart 9

45

12. APPENDIX 2: ATTENDANCE SHEET

ATTENDANCE SHEET

ASSISTANTS DATA SIGNING OBSERVATIONS Surname name ID card

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

General Observations:

TRAINING TEACHERS COURSE

Group:________

Teacher:___________________________________________________

Sesion Nº:__ Date:___________ Time table:_____________

46

13. APPENDIX 3: PUPILS’ EVALUATION

EVALUATION GRID NAME: ____________________________________________

1. Did you enjoy the school trips?

I love it!!!

I like it!!

I don’t like it!

I hate it!

2. Do you like Physical Education lessons in English?

I love it!!!

I like it!!

I don’t like it!

I hate it!

3. Did you learn new vocabulary?

I love it!!!

I like it!!

I don’t like it!

I hate it!

4. Do you enjoy the games?

I love it!!!

I like it!!

I don’t like it!

I hate it!

5. Do you like Physical Education

materials?

I love it!!!

I like it!!

I don’t like it!

I hate it!

6. Do you like games in English?

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