Body, mind and language: a possible coalition?

Our team recognizes the value of the bodily entity and movement emerged among the new research in the field of psychology to understand, build and adopt new models of teaching intermediation of bodily activities in education. The stress on only predominance of mind can lead to neglect of the role played by the body / brain in the learning process. In the last years there has emerged a new perspective, the 'embodied cognition, which helps to overcome the traditional dualism between body and mind because the cognitive processes are based on sensorimotor processes. Based on these assumptions, the 'physical education is used here to promote delivery of teaching laboratory, the gym becomes a more fun setting for children in which to propose activities in different school subjects. With our work we focused on 'learning of English in the gym, using physical activities as a means for learning cognitive and psychosocial, because its language is universal, it is an instrument of growth of' person in a context of sharing rules. Our work is developed through lessons given at the gym, during which the teacher described the deliveries, using the' English. We called for a reflection on the coalition between body, mind and language to valorise the child because actively involved in the learning process and not forced to reproduce the language according to the old-fashioned grammar. This approach urges in 'pupil in a natural way, the desire to communicate and express demands, needs and requirements according to a conversational approach in English language.