Tapping into the physicality of language to enhance the way we learn.
The way we speak, organize our thoughts, and even structure our metaphors is directly related to our bodies. For instance, we use "up" as a metaphor for happiness because our bodies are usually upright when we feel good or energetic–we say things like "I’m feeling up," or "My spirits rose." Similarly, we use "down" as a metaphor for sadness, as when we are sad or feeling ill, our bodies are hunched or lying down ("I fell into a depression."). This connection between language and body is so intrinsic that sensorimotor regions in our brain associated with performing motor actions light up when we speak the word associated with that action. This relatedness also holds true for second languages, and it has been widely explored as a means to enhance the learning of new concepts and vocabulary. Studies have shown that performing iconic gestures when we learn a new word (such as waving when you say hello in a new language) increases recall and retention of that new vocabulary word. Performing actions, or "enacting," also has a positive impact when learning a concept in a new language [1,2,3]. This is how many children learn their first languages at home. Unfortunately, despite this leverageable connection between the body and language, second-language education remains primarily audiovisual in nature.
Previously, I’ve written about learning languages using augmented reality (AR) to seamlessly blend learning a language into one’s daily life. It’s fair to say, however, that not everybody learns the same way. Some people prefer a more structured approach to learning, and not everyone is going to be so eager to wear an AR headset while traveling in order to learn a new language. That’s why the Fluid Interfaces group is also looking at how language learning happens in the classroom. The setting is familiar: sitting in front of a blackboard and a teacher, memorizing lists of new words, reading sentences out loud, and occasionally fumbling around with our own understanding to catch up with the class. What if we can liven up this experience, leveraging kinesthetic elements and tapping into the physicality of language not only to enhance the way we learn, but also to engage playfully with the material?