Teaching insights: Embodied cognition can activate learning and aid retention in the classroom

‘Embodied cognition can activate learning and aid retention in the classroom.’

Malcolm Kirkwood, ICTE TESOL Language Teacher, recently presented at the University English Centres Australia (UECA) PD Fest in Melbourne. This professional development event focuses on a broad range of strategies to promote and shape student engagement in the use of technology, student learning, social interactions and student cultural expression. The day is aimed at providing professional development for teachers, by teachers.

Malcolm presented a talk on his area of research: Embodied cognition and language learning. This presentation focused on the way we think, how to apply derived principles of language learning in the classroom and how researchers can better approach second language acquisition study. In doing so, Malcolm aims to demonstrate how embodied cognition can explain effective and engaging language learning from theoretical overview. The presentation offered teachers practical language learning techniques and tips that they can apply to their own classrooms.

“The principles of embodied language emphasise the physical grounding of language, including its sensorimotor basis.”

This is the first time Malcolm presented at the UECA PD Fest. Malcolm has had teaching experience in numerous educational contexts and countries and has completed his PhD in multimedia learning. Embodied cognition provides a theoretical framework to help activate learning and aid retention in the second-language classroom.

Watch Malcolm's presentation:

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Last updated:
9 December 2019