1. The role of embodiment in language learning.
“I Am Not Me in English”
The role of embodiment in language learning.

2. A Little Background…

3. The Montessori Method Create effective learning environment;
Engage the senses in learning;
Present abstract concepts in a concrete way;
Promote learner autonomy;
Facilitate the development of the whole person.

4. No materials, No English,
Kenya!
No materials, No English,
But LOTS of energy!

5. Embodied Science Lesson:
The solar system

6. Revolving around the sun.

7. What is Embodiment?

8. Embodied consciousness is the theory that learning occurs not only within the mind but through the interconnection of the mind and body as a unit interacting with the environment (Weiss & Haber, 1999).
Human consciousness exists not as pure mental cognition within a physical instrument but as a complex, subjective, interconnected system that incorporates emotion, rational thinking and relationships with the environment and other human beings (Merleau-Ponty, 1964)

9. What is Embodied Language?

10. Language is an inherently embodied phenomenon as it requires the physicality of the body to produce it.
Through the physical action of our breath moving across our tongue and teeth, we are capable of giving our thoughts and ideas corporeal form.

11. Designing an embodied approach to the curriculum:
Why: To engage students with grammar and integrate curriculum more effectively.
How:
Introduce target vocabulary through drama conventions;
Introduce target grammar through originally designed embodied grammar practices;
Integrate vocabulary, grammar and skills through process drama.

12. Lesson Stage Student Activity
Introduction to target grammar: Quantifiers.
Watch Lapaire’s “All, each, every” Grammar in Motion video and repeat movements.
Exploration of quantifiers through movement and meaningful context.
Create stories in pairs using quantifiers, combining action and language.
Introduction of target vocabulary: Qualities describing teachers and students (keen, strict etc).
Create freeze frame images in pairs-Teacher/ Student. Classmates examine and discuss to decide which qualities are being embodied. (Quantifiers integrated during discussion)
Exploration of target vocabulary and grammar through improvisation.
Improvise student/ teacher meeting in pairs during which each person embodies one or more of the qualities being explored and uses quantifiers to express problems.
Incorporation of target grammar and vocabulary into skills: writing.
“Teachers” write s to students giving feedback on meeting while “Students” discuss their meetings and compare teachers.
Reverse when completed.
Incorporation of target grammar and vocabulary into skills: reading.
Pairs read each other’s s and have second meeting to discuss implications.
Reflection
Discuss impact of drama and share thoughts and insights into learning process.

13. Peer learning: exploring embodied quantifiers together.
I will cut a slice for each person.
I can’t eat all of the cake.
Peer learning: exploring embodied quantifiers together.

14. Increased creativity and confidence: creating new movements to include
non-target grammar.
I have taken all of the apples.
Some of these apples are bad.

15. Day 1: Day 3 She is saying “You must!” Because she points the finger.
You must sit on the floor.
Clear ability to remember target grammar and use in different context when embodied.

16. Free.
Tall.
Embodiment of adjectives: evidence of deep instinct to embody language…

17. If you stay for too long in the winter outside…
I will get sick.
Meeting the needs of different learning styles: visual and kinaesthetic learners appeared more engaged and reported deeper comprehension.

18. Embodiment opened up space for individual interpretation and emotional connection to target language.

19. Findings of Research: Increased engagement with grammar;
Impact of embodied activity upon comprehension and retention of target language;
Increased confidence and creativity in using language;
Greater inclusion of diverse learning styles;
More natural integration of skills via drama;
Impact of drama upon forming deeper social connections and more effective learning environment;
Correlation between language, motion and emotion.

20. I am not me in English…In Portuguese I am funny, I am smart, in English I am disconnected. Body is one thing, brain is another. I translate the words but they are just words, no feelings. No me. Today is the first time I feel like me in English.

21. In Spanish, past, present and future have emotion for me: Feelings, regrets, hopes... but in English, just rules on the page. With this action I feel my emotions together with the rules.
Research into the link between verbal language, gesture and emotion indicates a connection between the use of gesture and the development of verbal language. It also suggests a link between empathy and language coding (mirror neurons). (Rizzolatti & Sinigaglia, 2007)

22. References
Capra, U. (2015). Motion and emotion on the language learning stage. Scenario, 2015, (2), pp Retrieved from
Even, S. (2004). Drama Grammar in Theory and Practice. GFL: German as a Foreign Language, 2004, (1), pp doi: /j x
Gentilucci, M. & Corballis, M. C. (2006): From Manual Gesture to Speech: A gradual transition. Neuroscience and Biobehavioral Reviews, 30, (7), pp. 949–960.
Lapaire, J.R. (2006). Grammar in Motion. Paris: Hachette Education
Lapaire, J.R. (2014). Grammar in Motion: All, each, every.
Rizzolatti, G. & Sinigaglia, C. (2007). Mirrors in the Brain: How Our Minds Share Actions, Emotions, and Experience. Oxford: Oxford University Press