Embodied Language Teaching: Add Movement to Your Classroom

Table of Contents

New Course

Description

Language is a physical skill: it begins in the body. Yet many language learners are so focused on exam preparation and completing grammar exercises in their books that they forget about their bodies completely and begin to think of language only in abstract, academic terms.

Such students often excel in reading and writing, yet freeze in fear when they have to speak, unable to express themselves authentically.

When we include the body in language learning, it provides learners with a valuable tool to explore abstract concepts concretely, to express themselves clearly and confidently, and to connect with their second language, not just intellectually, but emotionally and physically as well.

This course will introduce participants to the concept of embodied language learning to make language learning more concrete and physical for their students.

Useful activities will be included in this course, with demonstrations to help participants incorporate or adapt them to their lessons.

During the course, participants will discuss theories of embodied learning, learn physical strategies to teach pronunciation and intonation, explore the use of drama to teach non-verbal language and promote fluency, experiment with embodying grammar, and create lesson plans for their class.

By the end of this course, participants will have a deeper understanding of the concepts of embodied language learning and will have reconnected with the English language physically and emotionally.

They will have learned practical strategies to help their students to improve their pronunciation and intonation, develop fluency and confidence, concretely explore grammatical concepts and express themselves authentically in their second language.

Concept by: Miriam Stewart

Learning outcomes

The course will help the participants to:

  • Learn about embodied language learning and combine theory with practice;
  • Teach their students practical and physical pronunciation techniques;
  • Explore creative new ways to teach grammar;
  • Incorporate tone, register, and non-verbal language into their lesson plans;
  • Promote fluency and confident speaking skills within their classrooms;
  • Motivate their students to engage with language physically and emotionally.

Tentative schedule

Day 1 – Introduction to the course

  • Introduction to the course, the school, and the external week activities;
  • Presentations of the participants’ schools;
  • Getting to know each other through games and drama activities.

Day 2 – Pronunciation

  • Discussion of strategies for teaching pronunciation;
  • Activating voice/vocal workshop;
  • Pronunciation workshop: Challenging sounds in English.

Day 3 – Intonation

  • Workshop: How we say what we say;
  • Script work: emphasis and tone;
  • Patchwork poems on self-expression.

Day 4 – Embodying Grammar

  • Introduction: why and how do we embody grammar?
  • Embodied Grammar workshop;
  • Plan and present original activities.

Day 5 – Reflection

  • Plan and present lesson plans;
  • Embodied reflection through drama.

Day 6 – Course closure and cultural activities

  • Course evaluation: round-up of acquired competencies, feedback, and discussion;
  • Awarding of the course Certificate of Attendance;
  • Excursion and other external cultural activities.

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