Physically oriented learning meets vocabulary acquisition and motivation: how the ESL classroom can combine with PE through cross-curricular collaboration

Abstract: A positive relationship between physical motion and learning is widely acknowledged. However, few studies have investigated the potential effects of combining physical movement with second language learning. This review examines ten studies that combine physical activity with learning English as a second language (ESL), specifically focusing on vocabulary acquisition and learner motivation. Aspects of combining English with Physical education (PE) in a cross-curricular manner are also explored to investigate its applicability to the Swedish middle school context. Results indicate that classroom-based physical activity positively affects vocabulary learning and motivation among learners across a wide age span, both in Europe and across the world. Moreover, combining ESL with PE seems to improve learners´ motivation and language proficiency, without hindering the attainment of PE-related goals. Nonetheless, some findings provide varying results, indicating that supportive actions - such as pre-teaching vocabulary - may be needed. In conclusion, a physically oriented learning approach seems to work well in the context of curricular requirements in Sweden since cross-curricular tasks, daily physical activity, and efforts to encourage foreign language learning are described as necessary. Despite promising claims, further investigation in the area of physical language learning is still required.