Friday, 14 October 2016

PE, ELL students and SPELTAC

It seems that there has been discussions outside of the PE department about how PE should be engaging in SPELTAC. It seems these views are pretty polar and range from ‘PE has nothing to do with literacy’ to ‘PE should be doing lots more written work and helping the students in the writing process’.
When we as a PE department created our inquiry question, it was focussing on how we could develop strategies that would enable English Language Learners (ELL) students to access our unique curriculum and associated physical outcomes.
Physical Education classes are according Clancy and Hruska (2005), in a great position to help ELL students to develop as they potentially they can support ELL students in their language development. Some of these characteristics include:

– Lots of interaction with other students – our students are and playing with others most of the time and talking in class is actively encouraged.
– There are many ways in which information is presented – we talk, physical demonstrate, as well as offering visual reminders.
– Students physical interact with language
-ELL students can succeed in our class independent of their ability to speak English
-Students can physical demonstrate their language comprehension
-Play situations often create lower stress environments for ELL students to practise their emerging language

Our goal as a department is keep looking for and developing strategies to help ELL students reach success in PE.

Reference
Clancy, M. & Hruska, B. (2005). Developing Language Objectives for English Language Learners in Physical Education Lessons. Journal of Physical Education Recreation and Dance, 76(4), 30-35.  – See more at: http://www.supportrealteachers.org/strategies-for-english-language-learners.html#sthash.iySKulnZ.dpuf (http://www.supportrealteachers.org/)

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