COMMUNICATIVE SUPPORT FOR STUDENTS LEARNING ENGLISH AS A COMPONENT OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN CALIFORNIA PHYSICAL EDUCATION CLASSES

Abstract

In the multilingual educational environment of California, over 18% of public school students are classified as English Learners (ELs). Although physical education (PE) is often perceived as linguistically neutral due to its reliance on movement and demonstration, effective instruction requires the clear communication of rules, movement techniques, and safety procedures. Language barriers between PE teachers and ELs students can limit students’ participation in lessons and create safety risks. Yet research on the communicative practices of PE teachers working with multilingual students remains limited. Purpose. To characterise the types and forms of communication support used by physical education teachers with English Learner students in the multilingual educational environment of California, with a view to improving coordination between teachers, students, and families at a systemic level. Materials and Methods. A descriptive survey design was employed. The sample comprised 71 PE teachers from various regions of California. Data were collected using an original 24-item structured questionnaire targeting the types and forms of communicative support for EL students during PE lessons. Findings were analysed using descriptive statistics, with frequency distributions interpreted in light of regional and institutional characteristics. Results. A substantial proportion of teachers reported being bilingual or trilingual, with Spanish as the most common additional language. Most teachers relied on multimodal strategies, including physical demonstrations, gestural cues, and visual materials. Written multilingual instructions were used infrequently; digital tools – translation applications, instructional videos, and digital task cards – were applied situationally rather than systematically. Parent communication was conducted primarily through digital platforms with built-in translation features. Significant regional disparities were identified: teachers in large urban districts had greater access to bilingual staff and institutional support compared to those in less resourced regions. Conclusions. California PE teachers employ a diverse range of communicative strategies to support EL students, with non-verbal motor demonstration being the most prevalent. Access to support resources varies considerably across regions. Current practice only partially aligns with the California English Learner Roadmap (2017), underscoring the need to systematically integrate physical education into school-wide EL support frameworks and to develop subject-specific methodological guidance for teachers.