Teacher Perceptions of English Language Learners in Physical Education

Abstract

The purpose for this synthesis project is to examine the perceptions of physical education teachers toward English Language Learners. ERIC, SPORTDiscus, and Taylor & Francis Social Science and Humanities Library online databases accessed through the SUNY Brockport Online Library, and Google Scholar were used to obtain the critical mass of research. The search included key terms including “English Language Learners in physical education”, “ELL physical education”, perceptions of ELL in physical education”, and others, along with certain criteria of inclusion allowed for 11 articles to be used for the critical mass of research. The studies reviewed within the critical mass yielded factors that create barriers and facilitators for instruction of ELLs. Barriers included communication troubles, teacher preparedness, and cultural dissonance while pairing, demonstrations, inclusion of culture, help from colleagues, and changes to teaching methods were considered facilitators. Recommendations included eliminating barriers, creating an inclusive classroom, improving communication, more effective teacher preparedness, and utilization of best practices. While previous research notes language and cultural disparities are a cause of negative perceptions of ELL students, further research is needed to determine whether physical educators are properly equipped to successfully instruct ELLs without bias.