You may be able to recall a lesson where learners were fully engaged and motivated. These teaching experiences are deeply rewarding for educators and essentially one of the reasons why we enjoy our jobs as teachers. However, realistically, teachers often face the reality of being unable to reach some students until they present lesson input slightly differently.
How can we plan for engaging learning experiences that present information in a variety of modes to keep learners motivated? Although this question is not an easy one to answer, and providing an answer to it is beyond the scope of this article, there is an overarching consensus that learner engagement is inextricably linked with the different ways in which learners prefer to learn.
Multiple types of human intelligence and learning styles
Gardner (1983) presents multiple types of human intelligence, such as verbal/linguistic, logical/mathematical, bodily/kinaesthetic and others, each representing different intellectual abilities in the human brain. These intellectual abilities lead learners to approach learning differently and develop their own preferred ways of learning, their own learning styles.
Brown (2000) defines learning styles (e.g. visual, auditory, kinaesthetic) as the different ways in which learners process information in learning situations. According to Oladele (2024), kinaesthetic learning, which is the main focus of this article, emphasises on the importance of adopting a more tactile approach to learning, which enhances understanding and retention through physical engagement. Kinaesthetic learners learn by doing things or actively moving rather than staying still (Gilakjani, 2012).
Accommodating different learning styles in your planning can increase learner engagement and the quality of a learning experience (Gilakjani, 2012). However, while teachers seek to cover all aspects of the curriculum in their daily planning, their lessons often reflect instructional methods that do not adequately cater to all learning styles, which usually results in decreased learner engagement or potential misbehaviour in lessons.
According to a study performed by Yotta (2023), which examined teacher classroom practices and the extent to which teachers incorporate different learning styles in their planning, accommodating individual learning styles proved to be a challenge for teachers. Accommodating the kinaesthetic learning style, in particular, was even more challenging. In the study, 96% of the teachers responded that they never let learners learn by moving around the classroom and 65% rarely design physical exercise and actual movement to be performed in the classroom. Oladele (2024) also identified challenges in implementing kinaesthetic learning, such as lack of space in traditional classrooms, lack of resources, time constraints, or behaviour issues.
Kinaesthetic learning and EAL learners
EAL learners often find themselves in a situation where they are learning about new curriculum concepts, whilst simultaneously acquiring a new language. Having less vocabulary compared to their English-only speaking peers, they may find retaining new information relatively challenging and may exhibit poor attention in lessons (Whiteside et.al., 2016). Therefore, the need to offer EAL learners memorable learning experiences and physical engagement/movement that will increase their concentration levels is of paramount importance.
Kinaesthetic activities help facilitate the processing of new information by making abstract concepts more concrete and tangible (Oladele, 2024). When students physically engage with concepts, through role play, practical tasks, or experiments, they are more likely to retain new language. Movement activates different parts of the brain, aiding retention and making learning more accessible (Oladele, 2024).
Kinaesthetic learning not only supports language acquisition but also increases motivation, reduces anxiety, and promotes group learning. EAL learners may feel less pressure when learning through play and movement (Gilakjani, 2012) and they often gain confidence by succeeding in these active environments.
Integrating kinaesthetic activities into EAL planning
In an ever-changing educational landscape, kinaesthetic activities are often linked with adapting traditional learning environments, e.g. using interactive digital learning tools and offering immersive learning experiences (Oladele, 2024). Learning Village is an example of an interactive blended-learning environment that caters to various learner needs. From digital learning tools to project-based learning and frequent movement breaks, you can find more ideas on kinaesthetic learning activities across different subject areas of primary or secondary education in our relevant resource.
Integrating kinaesthetic learning into EAL teaching is not only about engaging EAL learners into movement, it is also an effective method to make language learning meaningful, memorable, and fun. By tapping into learners’ natural physical energy and ability to engage with learning through experiential activities, lessons can become more inclusive and immersive learning experiences.
References
Brown, H.D. (2000). Principles of Language Teaching and Learning. (4th ed.). White Plains, NY: Longman.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York. Basic Books.
Gilakjani, A.P. (2012). Visual, Auditory, Kinaesthetic Learning Styles and their Impacts on English Language Teaching’. Journal of Studies in Education. 2(1): 104-113.
Oladele, O.K. (2024). Kinesthetic Learning: Hands-on Learning and Active Engagement. Available here.
Whiteside, K. Gooch, D & Norbury, C.F. (2016). English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language. 88(3): 812–827.
Yotta, E.G. (2023). Accommodating Students’ Learning Styles Differences in English Language Classroom. Heliyon (9): 1-7.
