INCLUSIVE PHYSICAL EDUCATION FOR ENGLISH LANGUAGE LEARNERS IN ELEMENTARY SCHOOLS, CALIFORNIA

Abstract

This article examines inclusive physical education (PE) practices for English learners (ELs) in elementary schools, with a primary focus on the state of California and reference to international frameworks. As the number of EL students continues to grow, ensuring equitable access to PE becomes increasingly important.Purpose. The study aims to analyze educational policy, instructional models, and practical strategies that support the inclusion of ELs in PE, with an emphasis on fostering both physical competence and language development.Methods. The research includes a review of key education policies – particularly the Every Student Succeeds Act and California’s EL Roadmap – along with an analysis of evidence-based instructional models such as Sheltered Instruction and Universal Design for Learning (UDL). Theoretical foundations include sociocultural theory, second language acquisition theory, and UDL principles. Practical strategies are synthesized from literature and field-based examples.Results. The study identifies inclusive strategies such as the use of visual aids, explicit vocabulary instruction, cooperative learning, and culturally responsive pedagogy as effective tools for engaging ELs in PE. Curriculum integration models such as CLIL (Content and Language Integrated Learning) and SIOP (Sheltered Instruction Observation Protocol) are highlighted for their ability to foster simultaneous physical and linguistic development. The research emphasizes the critical role of the PE teacher in creating multimodal, linguistically supportive, and culturally responsive learning environments.Conclusions. Inclusive PE benefits not only ELs but all students by promoting empathy, collaboration, and respect for diversity. A comprehensive, integrated approach to teaching PE can reduce language barriers, enhance physical and cognitive engagement, and support academic equity in diverse educational settings.