BookOur society has never been more diverse, and teachers need to be culturally responsive educators in order to be most competent. But being culturally responsive is no simple task.
Promoting Language Through Physical Education: Using Sign Language and Spanish to Engage Everyone makes that task easier. This text offers strategies that physical education teachers can use to integrate non-English speakers and Deaf children in their classes. Sign language and Spanish are used as examples of how teachers can integrate students of any language background into classes. The use of sign language and Spanish phrases not only enhances communication among students and between students and teachers but promotes learning, open-mindedness, and appreciation for other cultures.
Physical education is the ideal setting for integrating other languages because play fosters language development; children interact so much with each other and have ample opportunity to express themselves in physical education. With this book, teachers can expertly guide that development—even if they don’t have a Spanish-speaking or Deaf child in their class.
Promoting Language Through Physical Education grounds teachers in the importance of language and the value of learning about other cultures. Teachers will also
- use games and strategies that help them infuse language into their daily classes;
- have access to Spanish and sign language dictionaries, with vocabulary organized by movement concepts, games, and activities; and
- use a DVD-ROM to facilitate both their teaching and their students’ learning.
With this practical text, teachers can promote language development and cultural appreciation while offering developmentally appropriate games and activities for students from elementary grades through high school. The games and strategies blend into and enhance regular physical education curricula. And the book includes appendixes of resources that can augment students’ learning and ability to overcome language barriers.
Reference for physical education teachers, adapted physical education teachers, and classroom teachers who teach physical education. Supplemental text for PETE students.
Table of ContentsAcknowledgments
Part I: Importance of Learning About Diversity
Chapter 1. Learning About Deaf Culture
Chapter 2. Learning About Hispanic Culture
Part II: Importance of Infusing Language Into Physical Activity Programs
Chapter 3. Infusing Language Into Physical Education
Chapter 4. Assessing Learning
Chapter 5. Elementary Activities
Chapter 6. Middle School Activities
Chapter 7. High School Activities
Part III: Spanish and Sign Language Dictionaries
Chapter 8. Spanish Words for Physical Education
Chapter 9. ASL Signs for Physical Education