Expanded language, reduced language. Study on the verbal interactions at Physical Education class

Abstract

This paper zooms in on an aspect of research findings from a thesis study framed within the doctorate program “Psychological foundation behind sporting and physical activity: action and development,” Education Sciences Department of La Rioja University, Spain. From a combined perspective between Social Interactionism (Bronckart, 2004) and Activity Theory (Leontiev, 1983), studies were performed on the verbal interactions registered in Physical Education classes. Observations were carried out in order to record and analyze the verbal actions displayed by teachers and their effect on the student’s general (not verbal) actions. Mainly, the focus will be placed on what we deem are relevant aspects of the language effect (i.e. literal words from the teacher) on the student’s physical actions. The PE classes we observed show distinctive characteristics regarding language use, which will be referred to as reduced language and expanded language. The purpose is to work from a perspective external to PE, given that the analysis methodology stems from the Language Didactics knowledge area, and provide information about the fundamental role of verbal language in PE.