A paper presented by Vanessa Amorim and Vivian Magalhães at APIRS'conference - July, 2002.

Much research has been done recently regarding how we learn, i.e., how information is stored in the brain, becoming available for later retrieval. Neuroscientists have found, for example, that our ability -or inability-- to recall something depends on the pathways we use to retrieve the information we have stored in the brain. Information might be there, but inaccessible to the conscious mind.

In a very simplified explanation, what happens when we are exposed to new information is that the brain creates synapses, that is, chemical connections between neural cells. The more stimulation is involved in the learning of such information, the more synapses are created, and therefore the number of possible pathways for retrieval is also increased. If you tell a student, for example, that the English word for "melancia" is watermelon, an auditory pathway will be created in the brain, linking the two terms. If , in addition to pronouncing the word watermelon, you also show a picture of it, a second (visual) pathway will reinforce the auditory one. If you have the student touch, smell and taste the fruit, additional pathways are formed, thus increasing the chances of later retrieval.

In our schools, however, bodily-kinesthetic activities are very common in early childhood learning, but diminish in frequency as the students grow older, until it is virtually absent from all classes but physical education, arts and drama. In the words of Restreppo (1998), "the school, authentic heir of the audio-visual tradition, works in such a way that the child, to attend class, needs no more than a pair of eyes, ears and hands. [...] Were it possible, the schools would ask their students to leave the rest of their bodies at home."

Some teachers avoid asking their students to stand up and move around because they themselves prefer to sit quietly, because they are afraid of losing control, or simply because the inevitable noise caused by some activities may disrupt the school environment. Although these are legitimate arguments, one must have in mind that movement is like vegetables: it is good for you and you ought to have it whether you like it or not. Also, quite frankly, when other teachers complain of being bothered by the rowdiness of our classes, they are probably more concerned about their students being envious than about the noise itself. In his book Grammar games, Mario Rinvolucri says: "As language teachers, we have as much right to get our classes producing a volume of sound as do music teachers. How can we teach language in decorous silence?"

Maybe we can, but probably not as effectively. On top of enhancing memorization skills, kinesthetic activities help promote group interaction and may provide a necessary break from academic routines, working as an energizer. So, if students are restless and inattentive, it might be time to start moving around. "We have natural attention highs and lows throughout the day. [...] Some students who are consistently drowsy in your class may be at the bottom of an attentional cycle. Movements such as stretching or marching can help focus attention", says Eric Jensen in his book Teaching with the brain in mind. That's why we often see soldiers swinging their arms towards the opposite knee while marching. They can go much farther and faster by marching than strolling, because marching is known to increase stamina. (Ravell and Norman, 1999).

Of course, English teachers might feel uneasy at having their students march in class, and students themselves might feel a little foolish doing that. But there are plenty of other kinesthetic activities that can, at the same time, energize the class and promote language development. These activities include mime, brain gym, roleplay, mingling activities, various types of games, surveys, group discussions, and even relaxation exercises.

But not all bodily kinesthetic activities involve gross motor skills or even moving around. Working with play dough, drawing, cutting and pasting, just to mention a few examples of activities, may also promote a break from classroom routine, at the same time it enhances creativity, self-expression and coordination.

The overall aim of kinesthetic activities, whether wild or quiet, should be to foster a nice learning atmosphere. while taking into account that our students are individuals who learn and perceive the world differently.

It's about time we reconsider the enormous losses that the schools' unreasonable demands for stillness have imposed on learners who are primarily kinesthetic -as opposed to visual or auditory. More than ever in history, it is the teacher's responsibility to foster interaction, respect differences, promote multi-sensory learning and enhance cognition. All that can be done thorough movement, especially in the language classroom. So let's move more, let's interact more, let's dare more, let's have more fun. Most science fiction writers have foreseen robots ruling the world in the third millenium. Let's prove them wrong.

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References

FRANK, Christine and RINVOLUCRI, Mario. Grammar games. Cambridge: CUP, 1995.

JENSEN, Eric. Teaching with the Brain in Mind. Alexandria: ASCD,1998.

NORMAN, Susan and REVELL, Jane. Handing Over: NLP-based activities for language learning. London: Saphire Press, 1999.

RESTREPPO, Luis Carlos. O Direito à Ternura. Petrópolis: Vozes, 1998.

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