Employing Embodied Cognition to Help ELLs Acquire Vocabulary

By Patrick T. Randolph

Introduction

Teaching vocabulary (e.g., single-words, phrases, and idioms) is a very rewarding activity for both teachers and their English language learners (ELLs). That said, it also comes with some very daunting challenges. One relatively simple but very effective solution to these challenges is to use the “body-association” component of my Head-to-Toe Method of Associations for Vocabulary Acquisition (hereafter referred to as the Head-to-Toe Method). This particular tool encourages ELLs “to associate a body part, organ, or region of the body with the lexical items we study” (Randolph, 2015, para. 2). In what follows, I will first explain the essential ideas of the Head-to-Toe Method, give a brief explanation of embodied cognition and how it ties into vocabulary pedagogy, and then demonstrate how I use the body-associations in my classes.

The Head-to-Toe Method of Associations for Vocabulary Acquisition

My Head-to-Toe Method is comprised of four categories, each having 10 language-learning components or tools. The crux of the method is to elicit and reinforce as many connections of one lexical item as possible; that is, ELLs “create their own neural webbing of connected associations for each lexical item they study” (Randolph, 2015, para. 3). The Head-to-Toe Method creates a powerful web of associations so that each term ultimately becomes a part of the student’s own personhood. In essence, the Head-to-Toe Method tries to replicate how ELLs learn the vocabulary in their first language—by using their senses, emotions, and unique personality-dynamics to create a myriad of associations and connections related to a term. I will next define what embodied cognition is and show how it is deployed in the use of body-associations and their relation to vocabulary.

Defining Embodied Cognition

The concept of embodied cognition has been around for centuries, but it was not until recently it became a conscious subject of study; and now scholars in psychology, neuroscience, philosophy, education, and applied linguistics departments around the world are investigating this phenomenon as a key concept that might help answer why we think and act the way we do. Although it is difficult to track down a universal definition of embodied cognition, I will offer the following that encapsulates its essential characteristics. From what recent research has discovered, the concept of embodied cognition shows that the brain and the body interact with each other and work together in very intimate ways, and this mind-body relationship profoundly influences how we perceive, learn about, and make sense of our environment (McNerney, 2011; Randolph, 2016a).

The question, then, arises, if our body can and does help us learn, why are we not taking advantage of it in the language classroom? It was this question which ushered forth my use of embodied cognition during vocabulary lessons.

The Body-Associations Component: The Procedure and Results

I always start the process of teaching a lexical item by addressing its definition, part of speech, verbpathy (i.e., a term’s intuitive positive or negative “feeling”), color-association (i.e., what color is associated with the term), and emotion-association (i.e., what emotion is associated with the term). (For a detailed explanation of these, see Randolph, 2016b).

Next, I ask the students to close their eyes and imagine the term and what they know of it thus far. I, then, ask them to become aware of their entire body. During this moment of focused awareness, I ask them to assign a body-association to the term we are investigating; this could be a body part (i.e., the hands), an organ (i.e., the brain), or a region of the body (i.e., the abdomen). After they offer their associations, I ask them to support their associations with a reason as to why they chose the body-association that they did.

Let us look at two examples: One using a conceptually concrete term—“snowflake;” and one using a highly abstract term—“theory.” When I taught the term “snowflake,” students had an immediate visceral response and offered the following associations: “nose,” “tongue,” “ear,” “hand,” and—the best one —“my smile, my lips.” When I asked them why they chose these, they responded that these parts are the ones that “first meet” the snowflakes. This immediate reaction helps solidify the term in their memory, and they “feel” the term at a very deep, embodied cognitive level. When we studied the word, “theory,” students associated the term with the “hand and chin,” “feet,” “eyes looking up,” and “the brain.” One student said he puts his hand on his chin when he entertains theories, one woman said she feels the earth touch her feet when she “feels” the word “theory;” another student claimed he looks up at the sky or ceiling when he deals with “theory,” and a fourth said she feels her brain “thinking.”

Concluding Remarks: Patterns

The more patterns that our ELLs see in the fabric of what is in the world and how it relates to language, the more they become invested in learning “and achieve more successful long-term storage and retrieval” (Willis, 2006, p. 15). Craik and Lockhart (1972) promoted this idea by arguing that the more students delve into a subject and make multiple associations, the stronger that learning becomes. The body-associations are the perfect example of this—they are concrete, visceral, real, and immediate. But most important, they help our ELLs learn and enjoy learning in the process.

References

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11, 671–684.

McNerney, S. (2011, November 4). A brief guide to embodied cognition: Why you are not your brain. Scientific American. Retrieved from blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/

Randolph, P.T. (2015). Getting physical: Making connections between the body and vocabulary. CATESOL News, 47(3).

Randolph, P. T. (2016a). Introducing Randolph’s Head-to-Toe Method of Associations for Vocabulary Acquisition to break the Ebbinghaus curse. MinneTESOL Journal, 1-11. Retrieved from http://minnetesoljournal.org/spring-2016/introducing-randolphs-head-to-toe-method-of-associations-for-vocabulary-acquisition-to-break-the-ebbinghaus-curse

Randolph, P.T. (2016b). Applying elements of embodied cognition of ELL Poetry Read-a-Thons. CATESOL News, 48(3).

Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

Image credit: www.pixabay.com

Patrick T. Randolph teaches at his Academy of language, mindfulness, and philosophy. He specializes in vocabulary acquisition, creative and academic writing, speech, and debate. Patrick has been awarded the “Best of TESOL Affiliates” three times. He has also recently received the “Best of CoTESOL Award” for his presentations on Observation Journals and Creative Writing. Patrick lives with his soul-inspiring wife, Gamze; artistic daughter, Aylene; and comical cat, Gable; and puppy, Bubbles, in Lincoln, Nebraska, USA.


Employing Embodied Cognition to Help ELLs Acquire Vocabulary By Patrick T. Randolph Introduction Teaching vocabulary (e.g., single-words, phrases, and idioms) is a very rewarding activity for both teachers and their English language learners (ELLs). That said, it also comes with some very daunting challenges. One relatively simple but very effective solution to these challenges is to use the “body-association” component of my Head-to-Toe Method of Associations for Vocabulary Acquisition (hereafter referred to as the Head-to-Toe Method). This particular tool encourages ELLs “to associate a body part, organ, or region of the body with the lexical items we study” (Randolph, 2015, para. 2). In what follows, I will first explain the essential ideas of the Head-to-Toe Method, give a brief explanation of embodied cognition and how it ties into vocabulary pedagogy, and then demonstrate how I use the body-associations in my classes. The Head-to-Toe Method of Associations for Vocabulary Acquisition My Head-to-Toe Method is comprised of four categories, each having 10 language-learning components or tools. The crux of the method is to elicit and reinforce as many connections of one lexical item as possible; that is, ELLs “create their own neural webbing of connected associations for each lexical item they study” (Randolph, 2015, para. 3). The Head-to-Toe Method creates a powerful web of associations so that each term ultimately becomes a part of the student’s own personhood. In essence, the Head-to-Toe Method tries to replicate how ELLs learn the vocabulary in their first language—by using their senses, emotions, and unique personality-dynamics to create a myriad of associations and connections related to a term. I will next define what embodied cognition is and show how it is deployed in the use of body-associations and their relation to vocabulary. Defining Embodied Cognition The concept of embodied cognition has been around for centuries, but it was not until recently it became a conscious subject of study; and now scholars in psychology, neuroscience, philosophy, education, and applied linguistics departments around the world are investigating this phenomenon as a key concept that might help answer why we think and act the way we do. Although it is difficult to track down a universal definition of embodied cognition, I will offer the following that encapsulates its essential characteristics. From what recent research has discovered, the concept of embodied cognition shows that the brain and the body interact with each other and work together in very intimate ways, and this mind-body relationship profoundly influences how we perceive, learn about, and make sense of our environment (McNerney, 2011; Randolph, 2016a). The question, then, arises, if our body can and does help us learn, why are we not taking advantage of it in the language classroom? It was this question which ushered forth my use of embodied cognition during vocabulary lessons. The Body-Associations Component: The Procedure and Results I always start the process of teaching a lexical item by addressing its definition, part of speech, verbpathy (i.e., a term’s intuitive positive or negative “feeling”), color-association (i.e., what color is associated with the term), and emotion-association (i.e., what emotion is associated with the term). (For a detailed explanation of these, see Randolph, 2016b). Next, I ask the students to close their eyes and imagine the term and what they know of it thus far. I, then, ask them to become aware of their entire body. During this moment of focused awareness, I ask them to assign a body-association to the term we are investigating; this could be a body part (i.e., the hands), an organ (i.e., the brain), or a region of the body (i.e., the abdomen). After they offer their associations, I ask them to support their associations with a reason as to why they chose the body-association that they did. Let us look at two examples: One using a conceptually concrete term—“snowflake;” and one using a highly abstract term—“theory.” When I taught the term “snowflake,” students had an immediate visceral response and offered the following associations: “nose,” “tongue,” “ear,” “hand,” and—the best one —“my smile, my lips.” When I asked them why they chose these, they responded that these parts are the ones that “first meet” the snowflakes. This immediate reaction helps solidify the term in their memory, and they “feel” the term at a very deep, embodied cognitive level. When we studied the word, “theory,” students associated the term with the “hand and chin,” “feet,” “eyes looking up,” and “the brain.” One student said he puts his hand on his chin when he entertains theories, one woman said she feels the earth touch her feet when she “feels” the word “theory;” another student claimed he looks up at the sky or ceiling when he deals with “theory,” and a fourth said she feels her brain “thinking.” Concluding Remarks: Patterns The more patterns that our ELLs see in the fabric of what is in the world and how it relates to language, the more they become invested in learning “and achieve more successful long-term storage and retrieval” (Willis, 2006, p. 15). Craik and Lockhart (1972) promoted this idea by arguing that the more students delve into a subject and make multiple associations, the stronger that learning becomes. The body-associations are the perfect example of this—they are concrete, visceral, real, and immediate. But most important, they help our ELLs learn and enjoy learning in the process. References Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11, 671–684. McNerney, S. (2011, November 4). A brief guide to embodied cognition: Why you are not your brain. Scientific American. Retrieved from blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/ Randolph, P.T. (2015). Getting physical: Making connections between the body and vocabulary. CATESOL News, 47(3). Randolph, P. T. (2016a). Introducing Randolph’s Head-to-Toe Method of Associations for Vocabulary Acquisition to break the Ebbinghaus curse. MinneTESOL Journal, 1-11. Retrieved from http://minnetesoljournal.org/spring-2016/introducing-randolphs-head-to-toe-method-of-associations-for-vocabulary-acquisition-to-break-the-ebbinghaus-curse Randolph, P.T. (2016b). Applying elements of embodied cognition of ELL Poetry Read-a-Thons. CATESOL News, 48(3). Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum Development. Image credit: www.pixabay.com Patrick T. Randolph teaches at his Academy of language, mindfulness, and philosophy. He specializes in vocabulary acquisition, creative and academic writing, speech, and debate. Patrick has been awarded the “Best of TESOL Affiliates” three times. He has also recently received the “Best of CoTESOL Award” for his presentations on Observation Journals and Creative Writing. Patrick lives with his soul-inspiring wife, Gamze; artistic daughter, Aylene; and comical cat, Gable; and puppy, Bubbles, in Lincoln, Nebraska, USA.
Spring 2024 (2) - Spring 2024