Prior to starting a field hockey activity, what step should a PE teacher take to support emergent bilingual students?

• A. Pre-teaching new and unfamiliar vocabulary terms, including types of equipment and field hockey movements
• B. Providing a translated rule sheet only
• C. Waiting until students ask questions about field hockey
• D. Having students complete a written test on vocabulary afterward

Answer: (A)

The approach being tested is pre-teaching vocabulary and concepts before the activity so emergent bilingual students can access and participate in the lesson. Introducing new and unfamiliar terms ahead of time—especially equipment names and movements you’ll use in field hockey—gives students a clear language frame to understand directions, demonstrations, and safety cues. When you pair those terms with visuals, demonstrations, and simple explanations in students’ home language if possible, you reduce language barriers and cognitive load during the physical task, making it easier for them to follow instructions, perform skills, and stay safe.

A translated rule sheet alone can help, but it doesn’t provide the dynamic, ongoing language support students need during the activity. Waiting for questions is too reactive and can leave students uncertain about what to do. A written test afterward adds language demands after the fact and doesn’t help students participate effectively in the field session.