Actividad física y movimiento integrados en la enseñanza de una segunda lengua desde una edad temprana: una revisión sistemática (Physical activity and movement integrated into the second language teaching from an early age: a systematic review)

Autores/as

  • Rosario Padial-Ruz Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain
  • Raquel García-Molina Researcher in the HUM-727 group at the University of Granada. University of Granada, Spain.
  • Gabriel González Valero Universidad de Granada
  • José Luis Ubago-Jiménez Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain

DOI:

https://doi.org/10.47197/retos.v44i0.91506

Palabras clave:

segunda lengua; aula activa; actividad física; educación física; edades tempranas, (second language; active classroom; physical activity; physical education; early ages)

Resumen

Antecedentes: el objetivo principal de este trabajo es analizar la eficacia de los programas de intervención basados en la actividad física y el movimiento para la enseñanza y el aprendizaje de una segunda lengua (L2) en la primera infancia, proporcionando también una visión general del estado actual de la cuestión. Métodos: el estudio presenta una revisión sistemática, prestando especial atención a la literatura científica que combina e integra en el aula, la actividad física y los contenidos del currículo de Educación Física, para la enseñanza de la L2. Se han utilizado como bases de datos la Web of Science (WOS), Scopus y ProQuest, obteniendo un total de 14 artículos científicos estrechamente relacionados con el tema del trabajo, publicados entre 2001 y 2020. Resultados y Conclusiones: Los resultados arrojados tras la consulta de diferentes buscadores revelan que, por un lado, hay escasa investigación sobre este tema y, por otro, existe una influencia positiva de las actividades físicas y/o expresivas en la adquisición de una segunda lengua. Este es el caso, especialmente, de la adquisición de vocabulario y se constata cuando se compara con los métodos de enseñanza convencionales.

Abstract: Background: the main objective of this paper is to analyse the effectiveness of physical activity and movement based intervention programmes for teaching and learning a second language (L2) in early childhood, also providing an overview of the current state of the art. Methods: the study presents a systematic review, paying special attention to the scientific literature that combines and integrates in the classroom, physical activity and the contents of the Physical Education curriculum, for the teaching of the L2. The Web of Science (WOS), Scopus and ProQuest have been used as databases, obtaining a total of 14 scientific articles closely related to the subject of the work, published between 2001 and 2020. Results and Conclusions: The results produced following consultation of different search engines reveal that, on the one hand, there is scarce research on this topic and, on the other hand, there is a positive influence of physical and / or expressive activities on the acquisition of a second language. This is especially the case for vocabulary acquisition and is found when comparing with conventional teaching methods.

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2022-01-31

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Padial-Ruz, R., García-Molina, R., González Valero, G., & Ubago-Jiménez, J. L. (2022). Actividad física y movimiento integrados en la enseñanza de una segunda lengua desde una edad temprana: una revisión sistemática (Physical activity and movement integrated into the second language teaching from an early age: a systematic review). Retos, 44, 876–888. https://doi.org/10.47197/retos.v44i0.91506

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