Embodied cognition and the Montessori approach in second language acquisition in preschool age children: a systematic review

Manuela Valentini, Greta Vanni, Monica Minucci

Abstract


Introduction: This paper examines how educational context, social relationships, and teaching methods influence preschool children's daily use of a second language.

Research Aim: The systematic review aims to confirm the theory that an experiential and motor approach is fundamental in second language acquisition.

Evidence-based Facts: After a thorough bibliographic search, fifteen articles were carefully analyzed that show how learning through bodily and multisensory experiences is beneficial for children.

Summary: The examined studies recognize the effectiveness of learning through multisensory bodily experience and movement. Among the various educational contexts, the Montessori learning environment is suitable for an early approach to second language acquisition.


Keywords


motor activity, pre-school education, motor development, second language learning, al-ternative pedagogy, language learning, embodied.

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References


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DOI: http://dx.doi.org/10.17951/lrp.2026.45.2.7-23
Date of publication: 2026-06-30 15:05:12
Date of submission: 2025-10-11 12:29:02


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