Physical Education and English: constructivist vs traditional approaches in bilingual and non-bilingual education
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This article presents an action research study in two subjects of Primary Education: Physical Education and English. The main objective aims at comparing student´s satisfaction index between constructivist approach and traditional approach in the academic year 2015-2016. The 6th A class is control group (traditional approach) and the 6th B class is experimental group (constructivist approach). On the one hand, in second language teaching, constructivist approach is based on content and language integrated learning (CLIL); bilingual Physical Education is based on CLIL, games and modified sports. On the other hand, traditional approach is based on grammatical-translation methods; in non-bilingual Physical Education, tasks are more analytical than global. Two hypotheses are designed. The first hypothesis states that students´ satisfaction is greater with innovative methodology than traditional. The second hypothesis states that error handling in an appropriate manner increases student´s satisfaction.
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