Embodied Cognition and second language teaching/learning

The second language learning is a process by which any language, in addition to the native one, is acquired. The language that must be learned is often referred to as “target language” or “L2”. Many studies on the relationships between brain and language suggest that the cerebral cortex areas that process sensory information (objects representation, perception, motor skills) are also involved in different aspects of linguistic memories. Therefore, the sensorimotor system would play a dominant role, thanks to which gestures can stimulate meaningful and long-term learning. The most important theoretical methods related to language learning generally identify the characteristics of learning itself, the inputs from the external environment, and the methods and quality of communication as essential components of this process. Especially the latter has allowed to introduce a series of studies on this matter, like the Sociocognitive Approach to Second Language Acquisition, by which social factors, as well as individual differences (the emotional aspect) and some fundamental methods in didactics, like the Natural Approach or Total Physical Response, based essentially on the understanding, the physical activity and the little explicit attention to the language form, deeply influence the language learning process. Regardless of the approach adopted in relation to the needs of the students, the thread that leads our work can be attributed to at least three aspects: a) the paradigmatic framework of the Embodied Cognitive Science, in connection with the role of the body, and therefore with the embodied nature of the language acquisition process. In this sense, the studies carried out by Dwight Atkinson highlight the socio- constructivist value of this field of research, and its peculiarities in the SLA (Second Language Acquisition); b) the Success For All method, by which the set up of a supportive environment, full of stimuli and suitable to the children' “special” needs, especially the most vulnerable ones, can promote the educational success of all; c) the adoption of a multisystem, intensive and early approach, since languages should not simply be taught, but they should be used to communicate and live, so enhancing the children' skills and competencies and offering them an invaluable advantage in cultural,social and relational terms. Therefore, from these elements, it comes to light the need to consider the learning of the L2 not as a threat to the child's identity, but rather as an instrument of openness to new experiences, a modus vivendi that promotes respect for multiculturalism and the confrontation with themselves and the world around them.