The Bilingual Education Cycle: From learning to teaching Physical Education in a Foreign Language

Miriam N. García-Núñez; María Bobadilla-Pérez; Raúl Fraguela-Vale

The Bilingual Education Cycle: From learning to teaching Physical Education in a Foreign Language

Authors

Miriam N. García-Núñez University of A Coruña, Spain,
María Bobadilla-Pérez University of A Coruña, Spain,
Raúl Fraguela-Vale University of A Coruña, Spain,

Keywords:

v bilingual education, physical education, preservice teachers, CLIL, foreign language competence

Abstract

This research examines the influence of studying Non-Language Areas (NLA)
subjects in a Foreign Language (FL) during pre-university education on three key
factors: students' Foreign Language Competence (FLC), their perception of the FL
training received during their Primary Education Degree (PED), and their intention
to teach Physical Education (PE) in a FL in the future. A targeted sample of 160
students pursuing a PED was surveyed using a purposeful non-random
questionnaire. The findings reveal a positive correlation between studying these
subjects and enhanced FLC, both perceived and certified. Additionally, students
exhibit a more favorable attitude towards the FL training in their PED and the
prospect of teaching PE in a FL. Despite existing challenges in Bilingual
Education (BE) program implementation at national and regional levels, exposure
to NLA subjects in a FL in pre-university education yields positive outcomes in
these areas.

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Published

2024-07-01

How to Cite

García-Núñez , M. N., Bobadilla-Pérez , M., & Fraguela-Vale , R. (2024). The Bilingual Education Cycle: From learning to teaching Physical Education in a Foreign Language. International Journal of Instruction, 17(3), 679–694. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/635