Teaching English Through Embodied Practices: Improving Cognition and Building Cultural

Identity for Children Learning English as a Foreign Language Abroad

Riley Lathrop

Dr. Donna A. Dragon, Instructor

Dance Methodology

November 15th, 2018

 While there is an aggressive force to homogenize humanity through disseminating the

English language, embodied inquiry in an English classroom abroad can sculpt actively

individualized humans. The expectation of expertise in the English language is escalating, and the

culture that is embedded within the language is inevitably spreading with it; English language

teaching abroad can be oppressive and imperialistic. English teaching as a form of tourism is

growing in popularity, yet since volunteer teaching requires no training, children are often taught

English abroad in culturally insensitive or teacher-centered ways that can create passive students.

Volunteer English teaching companies and English teachers could benefit in learning about

embodied inquiry as a way to teach in a more culturally sensitive and cognitively beneficial way, to

guide every human towards achievement and preserve global diversity. Embodied teaching

pedagogies can improve cognitive processes such as language pronunciation and understanding by

engaging the self holistically. Inquiry can empower students to creatively think at higher levels and

develop a stronger sense of self, as they are the ones generating their own answers, rather than being

banked information. Collaborative inquiry learning strategies can help students explore the

relationship to their own peers and culture. Through the use of embodiment and inquiry in the

classroom, English speakers can teach English as a foreign language abroad in a way that can

enhance cognition and build a stronger sense of cultural identity in children.

The lack of a local English language teacher is sculpted to be a depletion in need of an

antidote, yet the “native speaker fallacy” notion assumes that any English speaker is a natural and

effective English teacher (Jakubiak 2016, 247). English language volunteer tourism does not require

education training, cultural research of the host community, nor prior experience teaching. Many

volunteer for the selfish purposes of “adventure, generosity, and worldliness” (Jakubiak 2016, 247),

which may translate directly to a teacher-centered classroom. The phenomenon of volunteer English

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teaching is rising in popularity. Volunteers for Prosperity (VfP) is a federal initiative administered

under the U.S Agency for International Development that receives 10 million dollars per year to

promote volunteer tourism (Jakubiak 2016, 246). Companies emotionally appeal to customers by

marketing children who lack English skills as “in need,” and see volunteer tourism as a way to

profit. Cultural sensitivity through student empowerment is absent, and the potential ramifications of

traditional English teaching are overlooked. The expansion of English has become linguistic

imperialism.

The English language is becoming a needed commodity, with the goal of the most efficient

way to bank information into students, leaving little room to develop critical problem solving skills

in children. The flashcard system of learning is a common teacher-centered approach of giving

students information, however does not provide opportunity for critical thinking. When taught

through passive approaches to teaching, students can lose cultural identity, which can lead to cultural

assimilation. A country learning English may abandon certain customs and norms to adapt to the

culture of English speakers, since English speakers are seen as powerful. While assimilation is most

often seen in immigrants, the growing force of English speakers abroad can cause cultural

assimilation in one’s home country (Jakubiak 2016, 253). Choice in the use of the entire self and

collaboration are ways for students to build independence in the midst of potential passive

assimilation.

A study on volunteer tourists in Costa Rica conducted an interview analysis to discover the

aims of English teachers abroad. This study involved 21 volunteer tourists who could choose

multiple aims of their English teaching. The results showed that 86 percent of English teachers

abroad see the goal of English as accessing the global economy, 43 percent see the development as

providing people with an “understanding of what is going on,” 38 percent view the development of

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English as a means for spreading American culture, and only 29 percent of volunteers communicated

that volunteer teaching can provide critical thinking abilities in students (Jakubiak 2016, 252). The

majority of teachers had the goal to further develop the English language as a commodity, and had

little regard for the wellbeing and growth of the students. Historically, pedagogy in the colonial

context of imperialism were tied to lessons in submission (Jakubiak 2016, 254). Recitation and

repetition as a teaching method is passive for students and can be a strategy for political control. To

ensure a student-centered classroom that creates students who are active in their own learning,

problem-posing must be the center of the teaching methodology and the student must use the entire

body in holistic learning.

Kinesthetics and embodiment can aid memory and understanding of language learning.

Rooted in philosopher Rene Descartes’ idea called Cartesian duality, educators frequently see the

brain and body as separate entities, and that the brain needs to exercise isolated from the body

(Giguere 2011, 6). Research in movement and dance have provided overwhelming contradictions to

this claim. Language and gesture are an integrated system; movement is biologically needed for a

human to perform to the highest potential. The Broca and Wernicke areas of the brain control

gesture and speech, and develop alongside one another (Hanna 2008, 494). The “enactment effect”

was created in the early eighties through laboratory evidence demonstrating that if verbal phrases are

encoded by self-performed actions, their retrieval is faster and more accurate than if the verbal

information is only heard or read, since listening and reading words induces activity in the motor

area of the brain (Macedonia et. al. 2011, 196). Despite research proving its effects, enactment is not

an official pedagogy and far from a universal understanding (Macedonia et. al. 2011, 197). Words

need to be actively felt and embodied by the human, not passively placed into the brain to vanish

shortly. Exercise also improves learning because it increases alertness, attention, and motivations,

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and causes positive changes in the neural pathways based on the plasticity, or adaptability, of the

brain, thus improving the ability to learn new things (Dow 2010, 32). The brain is not completely

compartmentalized, and multiple aspects need to be utilized to reach full learning potential.

Language needs to be learned in a multimodal way that includes self-involvement for depth of

knowledge.

In a classroom, embodied practices would consist of various activities in which students

verbalize words while moving the body. A student learning the English word “airplane” may

literally create an airplane shape with the body while vocalizing the word, and to even further their

understanding could create movement based in an experience a student had with an airplane,

cultivating personal connections with words. This student would be able to memorize the word

easier because of the use of the body, and also understand the word because the student connected

their own life into their learning. While nouns and action verbs visually seen in everyday life are

more directly translated, abstract words like “appreciate” or “innocence” can still be embodied

effectively through personal associations and feelings (Macedonia et. al. 2011, 208). A teacher in the

Teaching Artist Project, a program to help teachers use creative movement to increase

comprehensive abilities, says, “by using their bodies to create settings or moods- students learn to

connect the decontextualized text used in the classroom to their experiences outside of school”

(Greenfader et. al. 2013, 173). Inquiry-based embodiment allows students to integrate their own

cultural understanding into their learning, and develop an understanding despite limited vocalization

and vocabulary. While words can be embodied and comprehended, learning the basic sounds of a

language can help in the vocalization of the language.

Phonemes, the individual sound units of a language, are crucial in accurate vocalization and

can be taught through embodying dance concepts. Memorization and production can be difficult

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when students do not know the phonemes or how to use them, yet phoneme learning is often not the

focus of language education (Palladino et. al. 2008, 204). In Spanish, a tongue roll is involved to

distinguish the sound an “r” makes to the sound “rr” would make. “Pero” which means “but,” and

“perro” which means “dog” can be successfully differentiated only when taught the phonetic

structure of the language. Many English speakers can not pronounce selected Spanish words because

English does not involve a tongue roll. Similarly, English has many unique sounds not present in

other languages, and it can not be assumed that a child can produce the phonemes of English without

being effectively taught them. A strong association has been observed in longitudinal studies

between phonological memory and new-word learning in children of ages five to 13; breaking down

sounds helps long term language acquisition (Palladino et. al. 2008, 605). Learning phonemes is

easier than diving directly into teaching the thousands of words a language has, as phonemes build a

student a toolbox.

One example of how dance concepts could be used to teach English phonemes would be

through effort actions. The phoneme sound “a” as in “apple” can be contrasted with the phoneme

“b.” The sound “a” as in “apple” is a longer vocalization, and could be represented in the body by a

wring: a strong, sustained, and indirect movement. To contrast, a punch (strong, quick, and direct)

could be used for the phoneme “b.” Many of both English speakers and learners tend to pronounce

the sound for “b” as “b-uh” which includes a second phoneme, and the isolation of simply the “b” is

difficult. To avoid certain pronunciation habits, embodiment of the sounds can create contrast for

students. While phonemes are the sound units of a language, phonetics is an umbrella which involve

syllables, the specific beats of emphasis in a language, or even the mouth positions (Palladino et. al.

2008, 605). Through open-ended use of dance concepts such as rhythm, duration, space, or body part

articulation, various phonetic components can be taught using embodiment.

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 Inquiry methods of teaching are more interactive, authentic, and thought promoting than

traditional lecture style classrooms, however, many researchers do not view creativity as a part of

cognition (Giguere 2011, 7). Inquiry through embodiment in an English learning classroom would

involve students creating their own movement to further their understanding of a word, phrase, or

concept. Beyond learning the individual English word on hand, inquiry through embodiment is

creative movement that gives children opportunities to learn that there can be more than one solution

to a question, problem, or task. Miriam Giguere PhD, director of the Drexel University dance

program and board member of the National Dance Education Organization explains open-ended

inquiry as, “participation in artistic creation gives children opportunities to develop tolerance for

ambiguity, a respect for divergent answers, and the mental freedom to find problems” (Giguere

2011, 10). Open-ended questions and problems allow every student to thrive, and challenges

students to think beyond simply recognizing and reproducing an English word.

Students are more willing to engage when given freedom. Teacher-led class environments

only let the confident and outgoing students to participate. In an inquiry-based classroom, every

student participates even if nonverbally, since thought is stimulated and the body can be used.

Cognitive autonomy and freedom stems from making choices based on questions with no correct

answer (Giguere 2011, 24). Open-ended questions should be the core of English learners’

assessment methods, as it could assess concept over fact (Santillan 2015, 52). To connect

embodiment with inquiry, students can learn the dance concepts such as body, space, time, energy,

and relationship to give them a creative outlet to problem solve and embody English words. Through

open-ended inquiry, the multiple intelligences can emerge in class and allow students to further

develop their individual strengths.

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 Choices can empower students to strengthen their sense of cultural identity. A cultural

identity is a part of a person’s self perception, it is how a person relates to a group and has a sense of

belonging. Children need to be empowered through choices, to help them build confidence and find

their own identity free from heavy English influence. English influence can cause confusion in the

building of one’s identity, especially when a teacher-centered approach is used. An inquiry model

can allow culturally relevant topics to emerge in class.

Dance movement as well as movement in everyday life is culturally learned, and can be

limited and influenced by cultural norms. Polynesian hula dancing involves complex circling and

shaking of the pelvic region, while some Christian religions view the pelvis as remaining sturdy

while dancing. Movement is a part of culture, and each culture and each individual has a unique

relationship with it; inquiry is a way to be sensitive to cultural and self identities, since there is no

one correct answer. While cultures do have representational dances, individuals within that culture

should not be bound to that one dance. Diversity within a group needs to be nurtured. Research has

shown that groups of people adopt dance aesthetic from groups higher on the socioeconomic ladder.

In Texas, Mexicans incorporated beats and patterns of the dance from the German and Polish

farmers, and it is often only when people have improved their socioeconomic situation that they seek

to rediscover their earlier dance heritage (Hanna 1999, 152). The culture of the English language can

spread through dance and while artistic exchange is valuable, choices rather than set style

implications are vital in the preservation of identities.

Collaborative learning is a way to elaborate upon inquiry methods and foster the growth of a

stronger cultural identity in children. Social bonds are built and interpersonal skills are practiced

through group work in a classroom. Cognitively, students learn through the use of the zone of

proximal development, meaning students learn more when given help from others. In addition to

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experiencing dance as a social phenomenon, internal transformation can occur. Sue Stinson explains

that students involved in a dance class report stress release, a sense of self, freedom, and

transcendence (Dow 2010, 32). This emotional release can help build confidence in the self and thus

the belongingness to a group. One example of an interpersonal collaborative activity would be a

“think-pair-share,” which is an informal assessment that can stimulate thought and also build

interpersonal skills (Santillan 2015, 52). During peer sharing, more relevant English vocabulary may

be practiced because this type of conversational speaking is the type of language most often used in

life.

Collaboration includes the discoveries a student shares with the teacher. In an English

classroom abroad, students could teach the English teacher about a local recipe or game through an

English language exercise. When students can teach the teacher, students may be empowered to

acknowledge the worth and validity of their own answers. Collaborative learning can be enhanced

through the teacher’s physical level and placement in the classroom. A teacher who is behind a desk

or standing while the class is sitting could create a less collaborative environment than a teacher

sitting in a circle with students. In a traditional classroom, students’ heart spaces are facing only the

teacher and not one another, which represents the teacher as being the only source of knowledge,

which in this case would be the English speaker. Students in this situation may develop the mindset

that they are striving to match the teacher’s answers, language, and even values of culture. The

awareness of a student’s own culture can then allow students to feel comfort in finding their own

sense of self and independence.

Throughout history, western culture and the English language has imperialized non western

culture. One may not see the rapid spreading of English as a large enough issue, since there are not

necessarily visible challenges presented in children abroad who are being influenced by English

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culture. English speakers often fail to empathize with children learning English as a foreign language

abroad because monolingual English speakers can be embedded with ignorance and oblivious

privilege. This issue is often overlooked by both sides; English speakers often fail to conceptualize

the harm and ethics of linguistic imperialism, and many who are being taught English have been so

conditioned into thinking that mastering the English language is the key to success. To avoid cultural

dominance and cultivate emotional wellbeing, there must be progressive action on the ways children

abroad are taught English, and English teachers need training on embodied practices. Students can

grow critical thinking skills and build an independent cultural identity through the use of

embodiment and inquiry in an English classroom abroad. Embodiment and inquiry as teaching

methodology in the English classroom can be a form of active resistance to the intrusive universal

effort to standardize humanity. English speakers need to shift their perceptions and transfer energy to

discovering ways they can explore and understand a culture outside of their own. If English

continues to spread in its current oppressive manner, diverse cultures may become unified and

worldwide individuality may evaporate.

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 Bibliography

Dow, Connie Bergstein. “Young Children and Movement: The Power of Creative
Dance.” Young Children, vol. 65, no. 2, 2010, pp. 30–35.

Giguere, Miriam. “Dancing Thoughts: An Examination of Children’s Cognition and

Creative Process in Dance.” Research in Dance Education, vol. 12, no. 1, 2011, pp. 5–28.

Greenfader, Christa Mulker, and Liane Brouillette. “Boosting Language Skills of English
Learners through Dramatization and Movement.” The Reading Teacher, vol. 67, no. 3,
2013, pp. 171–180.

Hanna, Lynne Judith. “A Nonverbal Language for Imagining and Learning: Dance
Education in K-12 Curriculum.” Educational Researcher. Volume 37, Issue 8, November
2008, Pp 491-506.

Hanna, Judith Lynne. Partnering Dance and Education : Intelligent Moves for Changing
Times. Chapter eight: National Identity and Cultural Diversity in Dance Education. Pages
143-156. Human Kinetics, 1999.

Jakubiak, Cori. “Ambiguous Aims: English-Language Voluntourism As Development.”

Journal of Language, Identity, and Education, vol. 15, no. 4, 2016, pp. 245–258.

Macedonia, Manuela, and Thomas R Knosche. “Body in Mind: How Gestures Empower
Foreign Language Learning.” Mind, Brain, and Education, vol. 5, no. 4, 2011, pp. 196–
211.

Palladino, Paola, and Marcella Ferrari. “Phonological Sensitivity and Memory in

Children with a Foreign Language Learning Difficulty.” Memory, vol. 16, no. 6, 2008,
pp. 604–625.

Santillan, Yara, et al. “Integrating Best Practices in Ell Classrooms with Quality Physical
Education Instruction.” Journal of Physical Education, Recreation and Dance, vol. 86,
no. 3, 2015, pp. 51–53.

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Contact Information

Author: Riley Lathrop

Email: rlathrop@student.bridgew.edu

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