From Rookies to Referees: Examining the Classroom Practices of Novice and Seasoned Bilingual Physical Education Teachers

This study explores the linguistic choices and instructional strategies of instructors at different experience levels in bilingual physical education (PE). Using pre- and post-observation interviews and classroom observations, it investigated the use of first language (L1), second language (L2), translanguaging practices, and Cognitive Discourse Functions (CDFs). Findings revealed that translanguaging was a key strategy employed by both novice and experienced instructors, with experienced instructors demonstrating more strategic and fluid language integration. While both groups primarily used the Reporting CDF in PE contexts, experienced instructors demonstrated a more nuanced approach. They strategically incorporated the Defining and Explaining functions to clarify complex movement patterns and game strategies in the target language. This integration of various CDFs allowed for more comprehensive bilingual instruction, effectively bridging language learning with physical skill development. Notably, experienced instructors also showed greater adaptability in their translanguaging practices, seamlessly and systematically switching between their L1 and L2 to address the dual demands of physical demonstration and conceptual explanation unique to PE. The study illuminates the developmental trajectory of bilingual PE instruction, highlighting the role of translanguaging in effective content and language-integrated learning, and offering valuable insights for teacher training and professional development.