2026-04-21T12:06:22Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/86962024-10-07T12:41:15Zcom_10259_5786com_10259_5086com_10259_2604col_10259_5787

00925njm 22002777a 4500 dc Salvador García, Celina author Chiva Bartoll, Oscar author Hortigüela Alcalá, David author 2023-05 Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, critical voices within the physical education (PE) arena claim that CLIL may jeopardise the subject. Therefore, CLIL needs to be adjusted in order to remain on the PE agenda. Currently, PE specialists embrace the models-based practice framework, which may involve new educational objectives (e.g. language learning). This paper seeks to fill this gap by advocating CLIL as a pedagogical model within the models-based practice framework. In this sense, CLIL may benefit from the advantages of a well-established approach in PE, bridging the gap between the general theory of CLIL and the practice of PE. The article follows the structure of previous advocacies for pedagogical models in PE and presents criteria, theoretical tenets, teaching and learning implications, a specific teacher profile, essential elements and guiding principles of the CLIL in PE model, as well as research evidence and field-testing experiences. In conclusion, such a framework depicts the interdependence of learning, teaching, subject content, language and context, presenting a work that could become a turning point for PE specialists to see CLIL in a new light. 1356-336X http://hdl.handle.net/10259/8696 10.1177/1356336X231172488 1741-2749 CLIL Language learning Models-based practice Pedagogical model Physical education Finding the place of content and language integrated learning in physical education within the models-based practice framework