Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

Abstract

People from diverse cultures interpret languages and gestures differently (Columna & Lieberman, 2011). It is not surprising, therefore, that communication differences may have negative implications for teachers and English language learners in K–12 physical education environments. To address this issue, we advocate preparing physical education teacher education (PETE) candidates to implement ethnolinguistically relevant pedagogy to better accommodate students with diverse linguistic backgrounds in K–12 physical education settings. Ethnolinguistically relevant pedagogy (Farr, Seloni, & Song, 2010) is a blending of intercultural language education and intercultural competence (Byram, 1997; Byram, Gribkova, & Starkey, 2002) with culturally relevant pedagogy (Gay, 2000). In this article, we discuss ethnolinguistically relevant pedagogy and strategies for implementing such pedagogy in physical education settings.

Keywords:

• English language learners
• ethnocentricism
• ethnolinguistically relevant pedagogy
• intercultural teaching competence

Notes

1. English language learners are students whose first language is not English, but who are actively learning it. The Department of Education uses the term Limited English proficiency with ELLs whose English proficiency that is not enough to allow them to meet state standards and succeed in an English-language classroom (National Council of Teachers of English, 2008).

2. Ethnocentric refers to the perspective or belief that one's own race or culture is superior to others (Barnhart & Barnhart, 1990).

3. Ethnolinguistics is “a branch of linguistics that deals with the relationship between language and culture, especially the effect of social, economic, and similar factors on language” (Barnhart & Barnhart, 1990, p. 728).

4. We used the term minority to emphasize a particular point or cite the work of others. However, we generally avoid this term in referring to individuals or groups, particularly people of color (e.g., African Americans) because the label lacks global validity and often has a negative connotation (Burden et al., 2004).

5. Proposition 227, English Language in Public Schools, undid California's public school bilingual education programs, which taught ELLs in their native language. Under Prop 227, ELLs are to be taught English through English instruction (Johnson, 1999).

6. Two-way bilingual or dual-language education involves instruction provided in two languages to students, usually in school environments. It is used mostly for students who may be dominant in one language or the other, with the goal of them becoming proficient in both languages. This instructional tactic is also described as dual-immersion or dual-language (Anonymous, 2011).

7. Transitional bilingual education involves instruction given using the native language of ELLs for some subjects however a designed amount of time is spent each day on developing English skills (Anonymous, 2011).

8. English as a second language is similar to English immersion with the exception that some support to ELLs may be provided in their native language. Usually classes are comprised of ELLs who speak many different languages but are not fluent in English. They may work exclusively on English skills or focus both on subject content and English (Anonymous, 2011).

9. English immersion involves instruction solely in English. Teachers try to give lessons in simplified English for ELLs to learn English and subject content (Anonymous, 2011).

10. Acculturation generally refers to the acquisition, integration, and/or adaptation process, which occurs when two or more socio-cultural groups come into contact over a prolonged period of time such as an immigrant child attending school in a country different from her native home (Flores, Clark, Guerra, & Sánchez, 2008).

11. Ethnorelativistic is the acceptance of, adaptation to, and integration of difference. The acceptance of difference involves recognizing and appreciating cultural differences in behavior and values. Adaptation to difference requires developing communication skills that enable intercultural communication. The integration of difference is the authentic internalization of bicultural or multicultural frames of reference (DeSensi, 1994, p. 36).