Physical Education in Bilingual Schools: Effect of the language use on students' perceptions of teaching communication and motivation

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DOI:

https://doi.org/10.47197/retos.v43i0.89269

Keywords:

physical education, bilingualism, teaching communication, intrinsic motivation

Abstract

Over the last few years, the teaching of PE in English language has become frequent which could influence the perceptions that students have about this subject. In the present study the effect of a bilingual methodology, code-switching, on perceptions of teaching communication and motivation was analyzed. The sample was composed by 94 students aging from 12 to 14 (M=13,76; SD= .86). Experimental group (n=46) was formed by two classes with different bilingual programs (programa and sección) and control group (n=47), by other two equivalent groups. After the intervention significant differences in intrinsic motivation were found in one of the experimental groups. The findings suggest that the perceptions of teaching communication do not differ between students taught completely in English and students taught through code-switching. Educational implications of these findings are discussed.

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Published

2022-01-06

How to Cite

Sánchez-Vegas, V., Coterón, J., González-Peño, A., & Franco, E. (2022). Physical Education in Bilingual Schools: Effect of the language use on students’ perceptions of teaching communication and motivation. Retos, 43, 352–360. https://doi.org/10.47197/retos.v43i0.89269

Issue

Vol. 43 (2022)

Section

Original Research Article

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Copyright (c) 2021 Víctor Sánchez-Vegas, Javier Coterón, Alba González-Peño, Evelia Franco

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