ciann1@brockport.edu

asamalot@brockport.edu

*State University of New York at Brockport

Anticipated Master's Degree in Adapted Physical Education

K-12 Physical Education Teaching Certification

The College at Brockport, Honors College GPA: 3.89

Bachelor of Science in Physical Education

Concentration in Adapted Physical Education

Minor in Spanish

**State University of New York at Brockport

Department of Kinesiology, Sport Studies, and Physical Education
Adapted Physical Education, Ph.D. at The Ohio State University

Adapted Physical Education, M.A. at The Ohio State University

Physical Education, B.A at University of Puerto Rico, Mayagüez Campus

(EE.UU.)

 Reception: 03/18/2021 - Acceptance: 08/22/2021

1st Review: 07/25/2021 - 2nd Review: 08/16/2021

Accessible document. Law N° 26.653. WCAG 2.0

Suggested reference: Iannacchino, C., y Samalot-Rivera, A. (2022). Physical Educators Teachers Perceptions when Teaching English Language Learners (ELL). Lecturas: Educación Física y Deportes, 26(284), 2-12. https://doi.org/10.46642/efd.v26i284.2919

 

Abstract

    The purpose of this study was to explore how physical educators from the state of New York accommodate English Language Learners (ELL) in their Physical Education (PE) classes. Furthermore, to find out how many teachers have a background in foreign languages and the strategies they use to teach these students. A content-validated open-ended questionnaire was used to collect the data. A total of 53 PE teachers completed the questionnaire. Results from this study indicated that the majority (73%) do not know a second language other than English. They also expressed the need for teacher preparation programs to provide more information on effective strategies on how to teach ELL students. Data analysis uncovered two recurrent themes: (a) lack of knowledge on a second language, and (b) the lack of knowledge of effective teaching strategies. Professional development opportunities and clear guidelines on how to teach ELL students need to be provided to PE teachers.

    Keywords: English language learners. English as a second language. Physical Education. Teacher preparation programs. New York.

 

Resumen

    El propósito de este estudio fue explorar cómo los educadores físicos del estado de Nueva York incluyen a los estudiantes aprendices del idioma inglés en sus clases de Educación Física (EF). Además, conocer cuántos profesores tienen experiencia en lenguas extranjeras y las estrategias que utilizan para enseñar a estos estudiantes. Se utilizó un cuestionario validado en contenido con preguntas abiertas para recopilar los datos. Un total de 53 profesores de EF completaron el cuestionario. Los resultados de este estudio indicaron que la mayoría de los maestros (73%) no conoce un segundo idioma que no sea el inglés. También expresaron la obligación que tienen los programas de preparación de maestros en brindar más información sobre estrategias efectivas al momento de enseñar a estos estudiantes. El análisis de datos reveló dos temas recurrentes: (a) la falta de conocimiento de un segundo idioma y (b) la falta de conocimiento de estrategias de enseñanza eficaces. Es necesario proporcionar a los maestros de EF con oportunidades de desarrollo profesional y guías claras sobre cómo enseñar a los estudiantes aprendices del inglés como segundo idioma.

    Palabras clave: Aprendices del idioma inglés. Inglés como segundo idioma. Educación Física. Programas de preparación de docentes. Nueva York.

 

Resumo

    O objetivo deste estudo foi explorar como os educadores físicos do estado de Nova York incluem os alunos da língua inglesa em suas aulas de Educação Física (EF). Além disso, descubra quantos professores têm experiência em línguas estrangeiras e as estratégias que eles usam para ensinar esses alunos. Para a coleta de dados, foi utilizado um questionário de conteúdo validado com questões abertas. Um total de 53 professores de EF responderam o questionário. Os resultados deste estudo indicaram que a maioria dos professores (73%) não conhece outra língua além do inglês. Eles também expressaram a obrigação dos programas de preparação de professores de fornecer mais informações sobre estratégias eficazes ao ensinar esses alunos. A análise dos dados revelou dois temas recorrentes: (a) falta de conhecimento de uma segunda língua e (b) falta de conhecimento de estratégias de ensino eficazes. É necessário fornecer aos professores de EF oportunidades de desenvolvimento profissional e guias claros sobre como ensinar inglês como segunda língua aos alunos.

    Unitermos: Aprendizes da língua inglesa. Inglês como uma segunda língua. Educação Física. Programas de preparação de professores. Nova York.

 

Lecturas: Educación Física y Deportes, Vol. 26, Núm. 284, Ene. (2022)

---

 

Introduction 

 

    Schools in the United States of America (USA) are becoming more culturally and linguistically diverse. It is estimated that by year 2030, English Language Learners (ELL) will make up 50% of the population of public schools across the USA (Culp, & Schmidlein, 2012). This means that by next decade almost half of public schools students in the USA will be learning English as their second language, with a proficiency in a language other than English. Students who have English as a second language, should be welcomed to bring their culture into the classroom (Culp, & Schmidlein, 2012; Cruz, & Petersen, 2011; Samalot-Rivera, Treadwell, & Sato, 2018; Columna et al., 2016). The level of English proficiency of these students varies tremendously and a coordinated process is needed to ensure that these students have equal opportunities to succeed as their peers who are English native speakers. Some of these students may not know any English, while others may know a bit more. According to the National Center for Education Statistics (2020), as of 2017 Spanish makes up the largest portion of the ELL student population with a 74.8% in the USA. The remaining 25.2% is comprised of students who speak Arabic, Chinese, Vietnamese, among other languages.

 

    Today, these students are often overlooked and pushed to the side because of their inability to communicate (Vilson, 2015). It is the teacher’s responsibility for the content to be made accessible to the ELL students just as they would for the native English speakers including the Physical Education (PE) class (Toscano, & Rizopoulos, 2013). Samalot-Rivera, Treadwell, & Sato (2018), mentioned that is it important that PE teachers are sensitive to these students and facilitate learning by implementing different strategies to make sure they fully comprehend what is happening in the PE class. We have to remember that PE is one of the only subjects in which educators can influence students learning in all three domains, the cognitive, the psychomotor and the affective. There is a lot happening at the same time during the PE class, and constant communication is imperative. It is extremely important that ELL students receive proper support in the PE class because of the challenges that they can face due to lack of communication. However, strategies and guidelines on how to effectively teach and include ELL students during the PE class had been suggested in the literature (Columna, & Lieberman, 2011; Santillan, Jacobs, & Wright, 2015; Samalot-Rivera, Treadwell, & Sato, 2018). Therefore, the purpose of this study was to find out what PE teachers are doing in the state of New York to accommodate ELL students. In addition, to find out PE teacher confidence level in instructing these students and lastly what issues need to be addressed in order to improve the PE experience for ELL students.

 

Methods 

 

Data collection and participants 

 

    A content validated electronic questionnaire was created through Qualtrics and sent to all PE teachers members of the New York State Association of Health, Physical Education, Recreation and Dance. Demographic information of participants was collected (Table 1). With their consent, teachers filled out the questionnaire, explaining their experience instructing ELL students in their classes. Teacher were asked about their teaching experience, their areas of specialty, and the type of school they teach, and if they have any background with languages other than English. Furthermore, teachers were asked about their opinions of how effective they believe certain strategies are when teaching ELL students in PE. This through open-ended question and a Likert scale (see Table 2).

 

    Are PE teachers in New York State accommodating ELL students? What are PE teachers doing to accommodate students’ communication and social needs? Data was analyzed to get an idea of what is happening in the PE settings and then to identify possible issues and solutions to educate ELL students.

 

Total Participants 53
Gender	22 Male 28 Female 3 did not specify
Teaching Setting	17 Rural 11 Urban 20 Suburban 3 Other
Age	44 (average)
Years of Teaching Experience	17 (average)

Source: Research data

 

For how many of your current students is English their second language? Have you had students in the past in which English is their second language? What are those other languages? Do you speak any language other than English? Do you feel like you are able to communicate with these students effectively? Do you use any other teaching strategy for your students whose second language is English?

Likert Scale Question Indicate the effectiveness of each of the following strategies.

Very Effective Effective Ineffective Learn about your students background to create a sense of community.       Assess students physical education content related English proficiency.       Use of bilingual aids.       Include fames, music, and sports form the students country of origin.       Implement social interaction activities to promote social skills, integration and social inclusion.       Bilingual written communication with parents.

 

Data analysis 

 

    Demographic and frequency data were recorded for each participant. The open-ended questions were documented in tables with each question in a separate file for facilitating analysis. Transcripts were read and analyzed by the researchers until reaching a consensus for recurrent themes. Quotes were extracted to reflect the purpose of the study, support recurrent themes, and answer research questions. Key concepts that were conceptually similar were gathered together into thematic statements, giving fundamental meaning to the experiences. (Patton, 2014)

 

Do physical educators in New York know another language other than English? What teaching strategies mentioned in the literature PE teachers believe are effective to enhance language acquisition and participation for ELL students? Are physical educators accommodating ELL students in their PE classes? If so, how?

Source: Research data

 

Results and discussion 

 

    Based on the data, teachers reported to have up to two hundred ELL students in their schools. Spanish was the most spoken language among ELL students followed by French, Russian, Ukrainian, and Mandarin. Thirty-nine teachers (71%) reported they did not know a second language other than English. Further, thirteen teachers (27%) reported they knew parts of a second language (Figure 1). When teachers were asked to report how effectively they felt they could communicate with their ELL students, forty-three (90%) felt they could effectively communicate with their ELL students in some manner, but not always verbally. Teachers reported to have used para-educators, ELL teachers, and bilingual students in order to communicate with their students. In addition, they have used demonstrations, visual displays, pictures, as well as translation mechanisms such as Google Translate to effectively teach these students. One teacher reported that while providing a demonstration, they would teach the ELL student how to say the skill and the components of the skill in English, and then the student would repeat it back to them. Lastly five teachers (10%) felt they could not communicate with their ELL students in any form.

 

Source: Research data

 

    Teachers also filled out a Likert Scale question to rate their perceived effectiveness of certain teaching strategies (Table 4). These strategies were suggested by Samalot-Rivera, Tredwell, & Sato (2018) as ways that PE teachers can promote a positive and inclusive learning environment for ELL students. The first strategy was “Learn about your student’s background (e.g. Hispanic) to create a sense of community”. A total of 25% of teachers reported to have found this strategy very effective, 75% of teachers found this to be effective, and only 2% to be ineffective. The second strategy was to “Assess students’ PE content-related English proficiency”. A total of 20% found this to be very effective, 62% effective, and 18 ineffective. The third strategy was to “Use bilingual visual aids”. A total of 32% of teachers found this to be very effective, 58% found this to be effective, and 10% found this to be ineffective. The fourth strategy was to “Include games, music, and sport from the students’ country of origin”. A total of 22% teachers found this to be very effective, 58% teachers found this to be effective, and 20% found this to be ineffective. The fifth strategy was to “Implement social interaction activities to promote social skills, integration, and social inclusion”. A total of 52% of teachers found this very effective, 46% of teachers found this effective, and 2% found this ineffective. The sixth strategy was “Bilingual written communication with parents”. A total of 42 % of teachers found this very effective, 50% found this effective, and 8.33% found this to be ineffective. Data revealed that PE teachers perceived the majority of strategies as either very effective or effective (see Table 4). These strategies should be taken in to consideration when teaching ELL students in PE.

 

    In addition, after analyzing the qualitative data, the themes of “Lack of Preparation and Language” and “Lack of Knowledge on Effective Strategies”, emerged from the data (open ended questions). These two themes with supporting quotes will be discussed.

 

	Very Effective	Effective	Ineffective
Learn about your students background to create a sense of community.	24%	74%	2%
Assess students physical education content related English proficiency.	20%	62%	18%
Use of bilingual aids.	32%	58%	10%
Include games, music, and sports form the students country of origin.	22%	58%	20%
Implement social interaction activities to promote social skills, integration and social inclusion.	52%	46%	2%
Bilingual written communication with parents.	42%	50%	8%

Source: Research data

 

Lack of preparation and language 

 

    Data revealed that not all teachers are bilingual and a very limited number can speak a second language other than English. Even if data showed that teachers can communicate effectively with ELL students one way or another, answers from the open-ended questions revealed that not all feel this way. “Because I can't speak their language and they don't understand what I'm saying”.“I use online translators but I don’t think they are the best”. Knowing a second language has never been a requirement for PE teachers; even with the growing number of diverse populations in USA schools including ELL students. As reported and reflected from teachers quotes, many did not feel confident in their instruction because of the language barrier, “I just know a few Spanish words and that’s it”. As the majority teachers never learned another language, they also reported a lack of knowledge in strategies that would help them to teach ELL students and help them with language acquisition. In a study to determine elementary PE teachers’ experiences in teaching ELL students, Sato, & Hodge (2016) found out that PE teachers faced pedagogical challenges that exacerbate difficulties adjusting to the academic, social, cultural and religious backgrounds of ELL students. Teachers also expressed frustration because of the difficulty for this population of students to meet their grade expectations due lo communication barriers.

 

Lack of knowledge of strategies 

 

    As mentioned before, teachers expressed that teacher preparation programs should do a better job on providing knowledge and ideas on how to effectively teach ELL students in PE. One teacher mentioned, “PE undergraduates NEED to be exposed to ELL strategies in their college program. I did not learn strategies and the ins and outs of ELL tiers, interventions, etc. during my time in college”. Another teacher stated, “I did not learned about this in undergraduate”. These teachers wished been taught on how to instruct ELL students so they would have been more prepared. As more ELL students are entering the school system, PE teacher preparation programs must adapt to this, and instruct their teacher candidates accordingly. Providing teacher candidates with this type of knowledge before entering the workforce, the concept of “making it work” as teachers had reported, would not be an issue. Rather than PE teachers relying on ELL teachers, translators or bilingual students in the class, physical educators would be able to effectively communicate with their students. Because this unfortunate reality, it would be important that PE teachers look for ways to translate materials related to the content covered in their classes like for example words related to the game or sport to be played (Columna, & Lieberman, 2011). Putting these words on signs or boards and having them accessible to your students, will be an opportunity for teachers to also work on their language acquisition of another language. (Nguyen, & Watanabe, 2013)

 

Conclusions and recommendations 

 

    Physical educators from the state of New York expressed some concerns in relation to the quality of communication with ELL students during their PE class. First, teachers attribute this situation to the lack of knowledge of a second language and difficulties in finding the support to effectively communicate with ELL students. One of the themes discussed was the need for teacher preparation programs to provide their teacher candidates with more knowledge and strategies on how to effectively include ELL students during PE class. Authors from this article suggest the use of the strategies mentioned by Samalot-Rivera, Treadwell, & Sato (2018) to promote appropriate communication and full inclusion of ELL students during the PE class. Knowing ELL students present level of English proficiency related to PE terminology and key words to be used in class is the first step to an effective instruction and student teacher interaction. In addition, knowing students ethnic background, costumes and preferences is very important because as teachers take these into consideration planning and class implementation could be more effective. Open communication with parents using their native language is also needed. These way teachers can maintain constant and open communication with parents about what is going on in the PE class and students’ progress (Figure 2). Using these strategies can help PE teachers to meet expectations included in the New York State Physical Education National Standards. (New York State Education Department, 2020, p. 7)

 

    “Multi Language Learners have unique cultural and linguistic resources which can add considerably to the breadth and depth of knowledge, perspectives, and talents of their classroom peers. The NYS Physical Education Standards have been designed to apply to all students and promote cultural connections and opportunities for collaboration.”

 

1. Learn about your student’s background (e.g. Hispanic) to create a sense of community It is important for the ELL student feel welcomed into the class, and to have everyone understand where they are from. Teachers should find out about student’s background and culture. It is important to know how your student prefers to be identified, (i.e. Hispanic or Latino). Educate yourself on the customs and sports from that background, as this can also promote topics of conversation with your student. Converse with your student as a means of learning about their background.   2. Assess students’ physical education content-related English proficiency It is important to assess how many English words your ELL student knows, before getting started. This will allow for you to create a baseline in which you will work from. Students should be provided with daily words to work on, which should be related to the lesson of the day. This assessment can be done through activities in which a movement is performed based on their understanding of the words. This can as well be done through self-assessment such as rubrics in which the student will rate themselves on how many words they know. This should be done throughout the unit in order to know how your student is progressing and to identify areas to work on.   3. Use bilingual visual aids This strategy is very effective in making connections between the two languages. This can be done through pictures, flashcards, or signs throughout the gym. Cues should as well be provided in both languages so that both are reinforced and the translation is clear (Columna, & Lieberman, 2011). The student needs the instruction in both languages to facility understanding and learning. Putting these words on signs and having them accessible to your students, will as well be an opportunity for you to learn the words and concepts, in order to improve your knowledge of the second language.   4. Include games, music, and sport from the students’ country of origin Not only will this make the student feel welcome, but it is a part of the student’s life they are proud of and more than likely, they would want to share it with the class. This is an opportunity for all students to be exposed to a new culture and to learn about their classmate more. As well, this may provide the ELL student to be very successful at a unit, which would boost their self-esteem, as learning a new language can become frustrating or overwhelming.   5. Implement social interaction activities to promote social skills, integration, and social inclusion This is a very important strategy as students need to form social relationships in school. If there are bilingual students in the class, place them with your ELL student and have them help translate. This will promote social interaction as there is now a way for the students to form these authentic relationships while learning more about one another. As well, questions can be asked in both English and the second language, in order to teach the non-ELL students, a new language. This will promote communication and social interaction.   6. Bilingual written communication with parents Sending letters and emails home with the ELL student is important in creating a line of communication with them. Work with an ELL teacher or language teacher in order to create these letters or emails, and send them home in both English and their first language. This demonstrates the importance of that student’s learning, and as well shows that you are respecting of their culture. This can aid with the parent’s understanding of physical education and of your class expectations.

Source: Samalot-Rivera, Treadwell, & Sato (2018)

 

    Another point of discussion was teachers’ lack of knowledge on a second language. In the United States, college students are required to take language courses in a second language. However, these are very basic and in many occasions focused more on reading and grammar and very little on developing conversational skills. A good idea or suggestion will be to require teacher candidates in the United States, to pass a conversational test in a second language other than English. This way we can promote more welcoming and ready teaching environments for ELL students. Even if we acknowledge that this is not necessarily an easy task, we encourage PE teachers to do the best they can to learn key words and phrases in their ELL students first language. This will demonstrate students that teachers care about them and are willing to do everything in their power to provide the best education possible. It will also help physical educators on language acquisition of a second language.

 

References 

 

Burden, J.W., Columna, L., Hodge, S. R., & Martínez de la Vega Mansilla, P. (2013). Ethnolinguistically relevant pedagogy: Empowering English language learners in physical education. Quest, 65, 169-185. https://doi.org/10.1080/00336297.2013.773528

 

Columna, L., & Lieberman, L. (2011). Promoting language through physical education: Using sign language and Spanish to engage everyone. Human Kinetics Publishers.

 

Columna, L., Dolphin, M., & McCabe, L. (2016). Culturally relevant strategies for inclusion of Hispanic students in physical education. In D.B. Robinson & L. Randall (Eds.), Social justice in physical education: Critical reflections and pedagogies for change (pp. 36-62). Canadian Scholars’ Press. 

 

Columna, L., Foley, J.T., & Lytle, R.K. (2010). Physical education teachers’ and teacher candidates’ attitudes toward cultural pluralism. Journal of Teaching in Physical Education, 29 (3), 295-311. https://doi.org/10.1123/jtpe.29.3.295

 

Cruz, L.M., & Petersen, S.C. (2011). Teaching diverse students: How to avoid marginalizing difference. Journal of Physical Education, Recreation & Dance, 82(6), 21-28. https://doi.org/10.1080/07303084.2011.10598640

 

Culp, B., & Schmidlein, R. (2012). Preparing PETE students for culturally and linguistically diverse learners. Strategies, 25(7), 11-14. https://doi.org/10.1080/08924562.2012.10590976

 

National Center for Education Statistics (2020). English language learners in public schools. Condition of Education, NCES. https://nces.ed.gov/programs/coe/indicator_cgf.asp

 

New York State Education Department (2020). The New York State Physical Education Standards. NYSED. http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/new-york-physical-education-learning-standards-2020.pdf

 

Nguyen, H.T., & Watanabe, M.F. (2013). Using visual supports to teach English language learners in physical education. Journal of Physical Education, Recreation & Dance, 84(8), 46-53. https://doi.org/10.1080/07303084.2013.818432

 

Patton, M.Q. (2014). Qualitative research and evaluation methods (4th ed.). Sage Publishing.

 

Samalot-Rivera, A., Treadwell, S.M., & Sato, T. (2018). Instructional strategies to consider when teaching Hispanic English-language learners in physical education. Strategies, 31(2), 26-30. https://doi.org/10.1080/08924562.2017.1418691

 

Santillan, Y., Jacobs, J.M., & Wright, P. M. (2015). Integrating best practices in ELL classrooms with quality physical education instruction. Journal of Physical Education, Recreation & Dance, 86(3), 51-53. https://doi.org/10.1080/07303084.2015.998553

 

Sato, T., & Hodge, S.R. (2016). Elementary physical education teachers’ experiences in teaching English language learners. Education & Urban Society, 48, 262-287. https://doi.org/10.1177/0013124514529327 

 

Toscano, L., & Rizopoulos, L.A. (2013). Making content accessible for English language learners in the physical education classroom. International Journal of Business and Social Science, 4(14), 99-104. https://ijbssnet.com/journals/Vol_4_No_14_November_2013/13.pdf

 

Vilson, J.L. (2015). How Common Core hurts English language learners. The Progressive. https://inthesetimes.com/article/how-common-core-hurts-english-language-learners