Teaching physical education in English using CLIL methodology: a critical perspective
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Teaching physical education in English using CLIL methodology: a critical perspective

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Teaching physical education in English using CLIL methodology: a critical perspective

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dc.contributor.author Fazio, Alessandra
dc.contributor.author Isidori, Emanuele
dc.contributor.author Chiva Bartoll, Óscar
dc.date.accessioned 2016-05-30T14:47:14Z
dc.date.available 2016-05-30T14:47:14Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10550/53895
dc.description.abstract Relatively little research has been carried out in Europe on teaching Physical Education (PE) in English as a Lingua Franca (ELF) using the CLIL method. Although CLIL is widely used throughout Europe, the PE content is often limited merely to technical-practical skills without any significant links to a socio-cultural context, critical thinking and/or knowledge acquisition. The aim of this study is to integrate CLIL with the epistemological perspective of critical pedagogy applied to physical education (Kirk, 2014). A theoretical 'deconstructive' method will be used to provide guidelines for teaching physical education through CLIL. A cultural content based on language, culture and knowledge 'in action' (Schön, 1987) will be proposed.
dc.language.iso eng
dc.relation.ispartof Procedia - Social and Behavioral Sciences, 2015, vol. 186, p. 918-926
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Fazio, Alessandra Isidori, Emanuele Chiva Bartoll, Óscar 2015 Teaching physical education in English using CLIL methodology: a critical perspective Procedia - Social and Behavioral Sciences 186 918 926
dc.subject Educació física
dc.subject Anglès
dc.title Teaching physical education in English using CLIL methodology: a critical perspective
dc.type info:eu-repo/semantics/article
dc.date.updated 2016-05-30T14:47:15Z
dc.identifier.idgrec 111867

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