Embodied Cognition and Learning

Abstract

This article outlines some basic principles of cognitive linguistics and some differences between that model of language and others that have been used as the basis for work in the school classroom. It is also informed the notion of embodied cognition in more detail and outline some of its main principles. In doing this, I emphasise the value of a cognitive linguistic approach in the classroom and explain how embodied learning activities can be used by the teacher to support students’ understanding of grammatical and linguistic concepts and terminology.