Browsing by Author "Girod, Elias"

Interaction and language learning have a central role in supporting diversity at school. Embodied learning has had a lot of positive effects on language learning in previous research. Yet, the definition of embodied learning is varied in studies. The vast majority of studies have focused on adults while the language learning of young people using embodied learning methods has hardly been studied at all. The positive results have had a slow influence on the practical teaching. The thesis is based on a project implemented in the ELLA project in the preparatory class of 2022–2023. The aim of the case study is to investigate the perceptions of a teacher, a linguist and two artist-researchers about embodied learning and to analyze the tasks and situations they describe. Interview is used as the data collection method. The framework of the research is embodied learning and language learning in the context of second language. The thesis explains how the teacher and researchers describe embodied learning in the second language teaching of the preparatory class and which forms of embodied learning and types of embodiment emerge in the interviews. In addition, the thesis highlights the advantages and challenges embodied learning brings to second language teaching according to the interviewees. Both data-based and theory-based analysis is used as the analysis method. Based on the results, creative activity encouraged interaction and language use and mainly had a positive effect on the students' motivation. However, the school's time pressure and numerous goals posed challenges for creative embodied learning. Working outdoors, which became central in the research, grounded new words, offered cognitive offloading and proposed many opportunities for both creativity and participation. Of the types of embodiment, working outdoors most clearly affected material epistemology, as it offered a rich material environment. The study shows that embodied learning creates feelings that are connected to the strengthening of empathy and the relationship with nature. The teaching did not always meet the students' expectations and embodied learning caused additional work for the teacher. According to this study, embodied learning, especially in a creative context, offers good opportunities to meet students from different backgrounds.