Ucieleśnione poznanie w edukacji językowej: w stronę modelu dydaktyki zintegrowanej
Embodied Cognition in Language Education: Towards a Model of Integrated Didactics

Summary/Abstract: The article presents the concept of language education based on the paradigm of embodied cognition, which assumes a close relationship between cognitive, emotional, and bodily processes. The authors propose a model of integrated embodied didactics founded on the triad of body-affect-environment, showing that language is a form of action rather than merely a system of symbols. The text has a theoretical and synthetic character, combining insights from neuroscience, psycholinguistics, and performance pedagogy with an analysis of didactic practices such as gesture, drama, spoken word choreographies, and immersive narratives in VR/AR environments. The aim of the article is to demonstrate that language learning is a sensory, affective, and situated process, in which the teacher acts as a facilitator of experience, supporting reflection, expression, and empathy within the cognitive process.

• Details
• Contents