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So, first of all, I am a physical education teacher and I teach on a secondary school

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in Albacete. Albacete belongs to Castilla-La Mancha region and they are developing the

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Secciones Europeas programme, the European Sections programme, where the students, apart

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from the English subject, they have to study two more subjects through English, okay?

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More or less, I am going to talk first about physical education and CLIL, because I think

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this subject has a lot of possibilities to teach a second language. In second place,

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I am going to talk about movement and second language acquisition. Finally, I am going

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to talk briefly about my fieldwork that is in the initial year steps, okay? As I said,

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I am also working on my doctoral thesis about physical education and CLIL at Albacete University,

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okay? Physical education has not usually been a traditional subject to be taught bilingually,

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but I think it offers a wide range of possibilities to be taught bilingually. And why I think

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that? Because it has a lot of different teaching environment as more formal class subjects,

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okay? It is more informal and then you can use a lot of daily and often speech situation.

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Why is it different? Because I think, for example, lower achiever students, as yesterday

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was said, can be good students, for example, at our subject. Students are normally in maths

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or science are not very good at. When they arrive to my class, they are quite good because

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they are really good at physical skills and then I have to take profit of it and make

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with them the most of the thing with English. For example, some of my students, when I told

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the English teacher, oh, show him the work they have made or some recording I have made,

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oh, I can't believe it that this student, for example, can do this because in my class,

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in my English class, they do not anything at all, okay? And also, I can help with the

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verbal explanation. I can use natural opportunities to make physical demonstration that it is

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very good when you are learning a language. I can also make them a lot of visual aids

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like gestures and also use a lot of my body language, okay? That is very important. And

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also, it is very important for my students to express themselves through their bodies

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because they have a lot of lack of vocabulary. So, it is very important while they are moving,

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they can tell me a lot of things. And one main thing that I want to tell you, in the

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whole curriculum, physical education has only two hours a week in first, second, third and

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fourth of secondary school. So, I think it is very, very important that the two hours

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that they have to move, I cannot be all the time making them writing and making them reading

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because the rest of the week, they are all the time sitting in their chairs. So, I think

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it is in these two hours, I have to make them learning a language but learning while they

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are moving and while they are making exercise. So, I cannot forget this. It is that I can

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think, I have put this sentence in the gym, I hear and I forget, I see and I remember,

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I do and I understand, okay? I think they have to understand the things but while they

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are doing the things, okay? Learning by doing. And in my case, it is learning by moving,

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okay? So, I think the skills, the language skills, I have to work more, it is listening

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and speaking skills because as I have said, in these two hours, I try to make them all

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the time moving, nearly all the time, it is obvious, okay? It doesn't mean that I don't

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work literacy but as homework or as other extra work, okay? For example, some of my

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students make this year some webpages about, each pair of students have to make a webpage

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about a sport, a specific sport and they have made a connection with technology subject

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because it is part of their curriculum to know how to make a webpage. So, I have talked

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with the technology department and we have made a dictionary of sport terminology in

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pairs, okay? It is quite nice, okay? And also, I think we have physical education teachers,

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we can contribute a lot through language development, okay? And sometimes, our actions have been

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underestimated, okay? Why I think that? Because this subject is not so teacher oriented, okay?

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It is more interactive, they can have more interaction than in more formal class. When

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you are in a class, they are not have the same atmosphere, the same active atmosphere

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as I think they have in my class, okay? And also, I think they can see the things that

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has more reality and I think it is important to be, for them, it has to be very meaningful,

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okay? Another aspect is that movement is fun, okay? And why is it fun? Why I think is it

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fun? What does it mean? That a fun atmosphere is created, okay? And students are more relaxed

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than in normal class, okay? I can use with them a more spontaneous and more colloquial

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structures than in more academic subjects, okay? It is very, very important. And also,

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the learner's affective filters are lower, okay? They haven't so much anxiety and in

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normal class because I am not asking all the time and checking writing or checking grammar

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rules or anything. So they can progress, also they have lack of verbal production, okay?

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And they can physically improve at the same time, but I am not checking all the time if

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they are progressing or not in these rules or structures, okay? Some practical things

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I do in my class as an example. For example, I always have at the beginning, in the first

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year of ESO, I have always the same routine when I begin the class, just to say hello,

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the same warm-up, and while the year is following, each week one of the students have to make

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the warm-up. He has to give me previously and I check all the writing and everything

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of the warm-up and the next session they have to make the warm-up for the whole class, okay?

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Another thing, they have to be always around for a language, English language in this case,

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atmosphere. What does it mean? That they have to see, for example, in the gym, we have put

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all the terminology and everything in English. It's just an example, but for example, this

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female and male changing room, okay? I have this and put it in the doors and in everything.

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All the material I have, formal force, they have to see for the first day. We have this

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and it's like an answer, but everything is useful for creating this language atmosphere.

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I never, never answer them, try to never answer them in Spanish, okay? I try to make examples,

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repeat and make also a lot of explanation with my gestures and my body, but I try not

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to speak in Spanish with them, okay? I think it's more or less, it's possible, okay?

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And movement and second language acquisition, why I think it's so important. Why movement?

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I think movement is not only a physical participation or an action, okay? Everyone, I think,

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know the total physical response method. You can't learn a language through the whole body,

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but I think it's more than this. It's the medium of my instruction, okay? It's also interpretation

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through the active use of our body, okay? And our students are transforming something

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that we are telling them, something verbal, into something real, that it's physical activity,

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and also into something vital, okay? And as I have said before, it's in a non-threatening environment.

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I think they are more relaxed, most of them are more relaxed, okay?

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And from the very beginning, since we were born, language and movement are really interlinked, okay?

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And also, why I think movement is so important, because as Bruner says in 1983,

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language can be placed in a context naturally and meaningfully, okay?

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And as we are going to see, their impact is going to last longer, okay?

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It's not going to be so brief to go, okay?

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As I have said, I believe in action and activity, okay, as Garner says.

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The brain learns best and retains most when the organism is actively involved in exploring physical sites and materials.

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Merely passive experiences tend to attenuate and have little lasting impact, okay?

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I think physical education and active experiences in all our subjects have a more lasting impact.

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It lasts longer, okay?

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And also, Garner says in their multiple intelligences theory that our students have a lot of different learning styles,

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and a lot of them have a kinesthetic learning style.

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So I think it's also very, very important for them to achieve these language skills, okay?

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As I have said before, I think since our very beginning, movement is our preferred way of communication, okay?

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Now, I'm going to tell you what I am beginning to do.

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I have, okay, two groups, one clear group and one non-clear group, okay, first year of ESO.

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And I'm going to make this group, I teach just the bilingual ones, okay, in this clear group,

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and I teach them through a specific sport initiation approach, okay?

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I'm going to explain to you in a minute.

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It's teaching games for understanding.

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It came from the U.S., okay?

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And also, they are receiving a bilingual PE teaching, okay?

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Two hours per week, and there are 75 students from two public high schools in Albacete.

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It's just the part of my study, okay?

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I also teach second, third, and fourth year of ESO students,

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but this study I'm beginning, it's just with these students, okay?

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And the non-clear group, it's receiving the traditional PE teaching, okay?

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Also Spanish teaching, not bilingual teaching.

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Two hours per week, and it's 65 students from two public high schools in Albacete.

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Of course, both of them have the same English teaching, normal English teaching, okay?

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They are with the same English teacher three hours a week, okay?

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And what I'm going to explain, I think this, when you are learning a game or a sport, okay,

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I think this approach has a lot to be, and has a lot to do with clear dimensions and clear theories,

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because this tactical approach is skills, usually, for example, in physical education,

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when you learn, for example, volleyball, you learn first, you learn the finger touch, okay?

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In isolation of other abilities.

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Later, the forehand serve, another thing.

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And then, at the end of the didactic unit, you, at the end, one or two session,

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you are playing the whole game, the game, the real game played with the real rules.

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But in this approach, the skills, first, you have to touch their tactical game and the real game played

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in the first session, so as the students can see where this skill situated, okay?

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And then, after the whole game played, have been played, okay, you can learn skills little by little, okay?

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After the students have practiced, they have the opportunity to apply their improved skills

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and tactical understanding in the real game played, okay?

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Because I think the skills in my subject have been usually taught in isolation, okay?

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Out of their tactical context.

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So, with this approach, you increase the probability that the students will understand the value of skills

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in the relevant game context, okay?

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So, the fieldwork again.

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I'm sure that it's not only the contribution of my subject and my physical tactical games approach that is working.

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Also, it's working the English subject teaching and also the science teaching.

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But I have to focus just on the oral parts.

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I am assessing their speaking and listening skills, okay?

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And I have made an initial test at the beginning of this academic year in October.

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And I have made the Young Learners Cambridge English Test.

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I think you know, but the first one is the beginners, the starters.

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The second one is the movers and the third is the flyers.

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They are moving from A1 to A2, okay?

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This is just Young Learners Cambridge English Test.

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I have only measured these two of the four competencies.

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I just measured speaking and listening from both the clear students and the non-clear ones, okay?

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Then, now I'm making the test.

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I haven't finished yet.

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The control test, okay, the same test, but some of them are passing a superior one, okay?

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Some of the bilingual groups at the beginning, they have the starters.

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Young Learners Cambridge English Test and now pass from the A1 to the A2.

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But I'm going just in the first step of my study and I have to finish this

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and try to make it a longitudinal study in June next year, okay?

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But I think it's quite hard because I'm just doing just on myself

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and just I have the help of this doctor, Isabel Lopez-Tirujeda.

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And I think, above all, I want to focus in the power of my subject

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and I think it's very useful and it has a wide range of possibilities to learn a foreign language, okay?

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Thank you, everyone.