Promoting Language Through Physical Education helps physical
education teachers integrate non-English speakers and Deaf children in
their classes. Games and strategies allow teachers to infuse language
into their daily classes, and Spanish and sign language dictionaries
contain key words and phrases. A bound-in DVD-ROM presents common terms
in both Spanish and American Sign Language and offers many reproducibles.
Our society has never been more diverse, and teachers need to be culturally responsive educators in order to be most competent. But being culturally responsive is no simple task.
Promoting Language Through Physical Education: Using Sign Language and Spanish to Engage Everyone makes that task easier. This text offers strategies that physical education teachers can use to integrate non-English speakers and Deaf children in their classes. Sign language and Spanish are used as examples of how teachers can integrate students of any language background into classes. The use of sign language and Spanish phrases not only enhances communication among students and between students and teachers but promotes learning, open-mindedness, and appreciation for other cultures.
Physical education is the ideal setting for integrating other languages because play fosters language development; children interact so much with each other and have ample opportunity to express themselves in physical education. With this book, teachers can expertly guide that development—even if they don’t have a Spanish-speaking or Deaf child in their class.
Promoting Language Through Physical Education grounds teachers in the importance of language and the value of learning about other cultures. Teachers will also
use games and strategies that help them infuse language into their daily classes;
have access to Spanish and sign language dictionaries, with vocabulary organized by movement concepts, games, and activities; and
use a DVD-ROM to facilitate both their teaching and their students’ learning.
The DVD includes video footage of key physical education terms and common words and phrases in Spanish and American Sign Language. Students can follow along as teachers play the footage, thus taking pressure off teachers who are not familiar with sign language or Spanish. The DVD also contains reproducibles and assessment tools that teachers can print and use, saving preparation time.
With this practical text, teachers can promote language development and cultural appreciation while offering developmentally appropriate games and activities for students from elementary grades through high school. The games and strategies blend into and enhance regular physical education curricula. And the book includes appendixes of resources that can augment students’ learning and ability to overcome language barriers.
Part I: Importance of Learning About Diversity Chapter 1. Learning About Deaf Culture Chapter 2. Learning About Hispanic Culture
Part II: Importance of Infusing Language Into Physical Activity Programs Chapter 3. Infusing Language Into Physical Education Chapter 4. Assessing Learning Chapter 5. Elementary Activities Chapter 6. Middle School Activities Chapter 7. High School Activities
Part III: Spanish and Sign Language Dictionaries Chapter 8. Spanish Words for Physical Education Chapter 9. ASL Signs for Physical Education
Reference for physical education teachers, adapted physical education
teachers, and classroom teachers who teach physical education.
Supplemental text for PETE students.
Luis Columna, PhD, is an associate professor at Syracuse
University in Syracuse, New York. Armed with three degrees in adapted
physical education and physical education, Columna is intent on helping
teachers work better with diverse learners. He has taught in private and
public schools in Texas and Puerto Rico and has taught higher education
since 2006. Along with his coauthor, he has conducted several workshops
and written several articles related to overcoming language barriers.
Columna, who infuses Spanish in his courses, is the chair-elect of the
National Adapted Physical Activity Council (APAC). He was the editor of
the APAC section in the journal Palaestra. He is also a member of the
Social Justice and Cultural Diversity Committee of the National
Association of Kinesiology and Physical Education in Higher Education.
In 2011, Columna was the recipient of the Social Justice and Diversity
Young Professional Award from the American Alliance for Health, Physical
Education, Recreation and Dance. In his spare time, Columna enjoys
dancing, traveling, and hiking.
Lauren J. Lieberman, PhD, is a professor at the College at
Brockport in Brockport, New York. She has taught higher education since
1995 and taught in Perkins School for the Blind since 2010. She is
fluent in sign language, using sign as her language in earning her PhD.
She infuses sign language throughout her courses.
Lieberman has written 11 books on adapted physical education and started
Camp Abilities, a developmental sports camp for children with visual
impairments. This camp is now replicated in eight states and two
Lieberman is past chair of the National Adapted Physical Activity
Council (APAC), and she serves on the board of the U.S. Association for
Blind Athletes. She acts as a consultant for the New York State
Deafblind Collaborative. In her leisure time, she enjoys playing
ultimate, biking, running, kayaking, hiking, and playing the guitar.