ELKE GRIMMINGER-SEIDENSTICKER
Paderborn University, Germany
Elke Grimminger-Seidensticker is a Professor for Sport Pedagogy and Physical Education at Paderborn University, Germany. She is head of the Physical Education Teacher Program. Her research is particularly focused on PE teachers´ competencies in dealing with heterogeneity as well as on students´ perspectives in physical education (PE). Her studies are mainly anchored in pedagogical-psychological theoretical frameworks, and based on multi-methodological research designs, with the idea of developing research-informed concepts for PE and PE teacher education. She is an associated member of the interdisciplinary research laboratory "Sport and Social Sciences" at the Strasbourg University, France. In this context, she works with colleagues from France, Italy and Switzerland on questions about social (in)equality and health issues. Furthermore, she is an elected member of the Executive Board of the European College of Sport Science (ECSS).
Ponencias
The Relevance of Language in Physical Education in Germany

Inglés Presencial Presentación Congreso Internacional de Lenguas

Although migration to Germany has been an important topic for many years, the number of recently migrated children and teenagers has significantly increased in the last decade. This has led to the task of integrating children with little or no German language proficiency into the educational system across all school subjects, including Physical Education (PE) classes. PE classes, in particular, are seen as helpful for integrating non-native German speaking students into existing class contexts. Consequently, an interdisciplinary team has been formed between the chairs of German as a Second Language and Didactics of Physical Education at the University of Paderborn. Since PE classes not only focus on developing physical skills but also promote a reflective approach to sports, workouts, and health issues, the importance of German as a language of instruction becomes even more relevant for teaching and learning in this field. As the integration of language learning in PE classes is a relatively new area of research, the current findings represent a needs assessment. To achieve the long-term goal of developing practical guidelines to support (subject-specific) language acquisition in PE classes, the curricula for PE classes across all school forms in North Rhine-Westphalia were analyzed to determine in how far language is required to achieve official learning goals. The results presented at this congress demonstrate the importance of language in obtaining and demonstrating competences acquired throughout PE lessons and will be discussed with regard to its potential for PE in Germany as well as for international schools worldwide.

Ponentes: ALEXANDRA TREDER CONSTANZE NIEDERHAUS ELKE GRIMMINGER-SEIDENSTICKER

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