Physical Education and English: constructivist vs traditional approaches in bilingual and non-bilingual education

This article presents an action research study in two subjects of Primary Education: Physical Education and English. The main objective aims at comparing student's satisfaction index between constructivist approach and traditional approach in the academic year 2015-2016. The 6th A class is control group (traditional approach) and the 6th B class is experimental group (constructivist approach). On the one hand, in second language teaching, constructivist approach is based on content and language integrated learning (CLIL); bilingual Physical Education is based on CLIL, games and modified sports. On the other hand, traditional approach is based on grammatical-translation methods; in non-bilingual Physical Education, tasks are more analytical than global. Two hypotheses are designed. The first hypothesis states that students' satisfaction is greater with innovative methodology than traditional. The second hypothesis states that error handling in an appropriate manner increases student's satisfaction.