Author(s): LIU, C., TSOU, W., CHIU, P., Institution: NATIONAL TAICHUNG UNIVERSITY OF EDUCATION, Country: TAIWAN, Abstract-ID: 1521

Introduction
Taiwanese elementary and middle school students are in the critical period of mother tongue development.The Taiwanese government has promoted a bilingual education policy with the primary goal of enabling students to practically use English in daily contexts to enhance national competitiveness. Translanguaging emphasizes teachers' strategic use of students' existing language resources to facilitate understanding and reduce language anxiety. In bilingual physical education contexts, it helps maintain the essential learning and activity characteristics of PE classes while supporting students' comprehension and participation.

Objectives
The purpose of this study was to examine the use of teachers’ translanguaging teaching strategies in bilingual PE classes and their association with students’ physical activity levels.

Materials & Methods
This study employed a quasi-experimental design, combined with systematic observation and content analysis, to investigate teachers’ actual instructional practices and students’ learning outcomes. Bilingual instruction was the experimental condition, while Chinese-only instruction was the control condition. Participants included 35 third-grade students who participated in a five-lesson basketball unit; classroom processes were recorded via video and audio, and students wore tri-axial accelerometers to objectively measure physical activity.
Using Rabbidge’s (2019) classification framework, the teacher's language practices were coded into translanguaging strategy types, with frequencies calculated per lesson. After data collection, independent-samples t-tests assessed differences in students' physical activity between conditions, and Spearman rank-order correlations examined relationships between the use of translanguaging teaching strategies and activity levels.

Results & Discussion
1. There was no significant difference in physical activity levels between the experimental and control groups, ranging from 13.13% to 38.89% (experimental group: 17.99% to 38.89%; control group: 13.13% to 29.58%).
2. Translanguaging instructional strategies were most frequently used in a " Instructional" manner (59.83%), followed by "affective" (16.20%), and then " Concept-check " (11.40%).
3. There was no significant correlation or difference between translanguaging strategies and students' physical activity levels.
The study shows that bilingual teaching did not reduce students' MVPA performance, primarily because teachers consciously employed translanguaging strategies to help students understand activity rules and instructions, thereby achieving instructional goals.

Although no significant correlation was found between the frequency of translanguaging teaching strategies and students’ physical activity levels, teachers in future bilingual PE classes can still make strategic use of translanguaging teaching strategies to support students’ learning outcomes while ensuring adequate physical activity engagement.