Influencia del bilingüismo en el tiempo de compromiso motor en Educación Física (Influence of bilingualism on engagement motor time in Physical Education)
DOI:
https://doi.org/10.47197/retos.v0i32.51805Keywords:
Enseñanza bilingüe, programa, compromiso motor, inglés, AICLE (Bilingual education, program, engagement motor time, english, CLIL)Abstract
El objetivo de la presente investigación es analizar la relación existente entre la introducción de planteamientos metodológicos bilingües AICLE (aprendizaje integrado de contenido y lengua extranjera) en las clases de Educación Física y el tiempo de compromiso motor (TCM) en escolares dela Región de Murcia. Para ello, se ha estudiado las distintas categorías de tiempo en las clases de Educación Física, analizando una muestra aleatoria de tercer curso de Primaria de 8 centros de la Región de Murcia. El análisis de los datos revelan diferencias significativas en el tiempo empleado en la tarea y en el tiempo de organización entre los centros bilingües y monolingües. Además se encuentran diferencias en el tiempo de compromiso motor, siendo significativas en el análisis multivariante (Anova) cuando se comparan con la titularidad del centro (público y privado-concertado). Estos datos revelan la necesidad de estudiar las consecuencias que está teniendo la introducción de una lengua extranjera en el área de Educación Física así como plantear soluciones reales para darle respuesta.
Abstract: The aim of this research paper is to analyze the relationship between the introduction of bilingual methodological CLIL (Content and Language Integrated Learning) approaches in Physical Education (PE) lessons and engagement motor time (TCM) in primary students from Murcia. The different categories of time in PE classes were studied by analyzing a random sample of third grade students from eight schools in the Region of Murcia. The analysis of the data showed significant differences in the time spent on the task and the time of organization between monolingual and bilingual schools. In addition, differences in TCM were found, which were significant in multivariate analysis (Anova) when TCM is compared with the school ownership (state and private school). These data reveal the need to study the consequences of introducing a foreign language in Physical Education subject and to propose real solutions to give response to those consequences.
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