INTEGRATING UDL AND 4E COGNITION IN SECOND LANGUAGE ACQUISITION: AN ENACTIVE PERSPECTIVE

Floriana Di Gesù, Elisabetta Fiorello, Rosa Anna Prestigiacomo

Abstract


This paper examines second language acquisition from an enactive perspective, integrating the Universal Design for Learning framework with the 4E Cognition paradigm. Through the analysis of student translation outputs, the study aims to explore how bodily, cognitive, contextual, and emotional factors may contribute to shaping learners’ linguistic choices in the early stages of learning.

Keywords


second language acquisition; enactive didactics; universal design for learning (UDL); 4E Cognition

Full Text:

PDF

References


Abagnale, L., (2023). Estilos cognitivos y estilos de aprendizaje en el campo de la adcquisición de segundas lenguas (ASL). Lynx. Panorámica de Estudios Lingüísticos, n°22, Universitat de València-Estudi General; 51-81.Atkinson, D., (2010). Extended, Embodied Cognition and Second Language Acquisition. Applied Linguistics, Oxford University Press; 599-622.Casas Gómez, M., (2020). Perspectivas actuales en el estudio del léxico. Lynx. Panorámica de Estudios Lingüísticos, n°19, Universidad de Cádiz; 5-72.

CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org

Cruz Rondón, J. & Velasco Vera, l. F. (2016). Understanding the role of teaching materials in a beginners’ level English as a foreign language course: A case study [Online]. PROFILE Issues in Teachers ’Professional Development, 18(2), pp. 125-137. http://dx.doi.org/10.15446/profile.v18n2.52813.

Di Gesù, F., (2023). El papel del análisis lingüístico del texto como trabajo propedéutico en la traducción del lenguaje específico: una perspectiva neurodidáctica. Lynx. Panorámica de Estudios Lingüísticos, n°22, Universidad de Palermo; 82-94.

Fischer, M. H., & Zwaan, R. A. (2008). Embodied language: A review of the role of the motor system in language comprehension. Quarterly journal of experimental psychology, 61(6), 825-850.

Gomez Paloma, F., (2016). Embodied Cognition: il ruolo del corpo nella didattica. Università degli Studi di Salerno; 75-87.

Jiménez, K. B., & Barrantes, K. S. (2024). The Relevance of UDL in English Language Beginners. Investigación y Ciencia Aplicada a la Ingeniería, 7(45).

Joseph , F., & Toro Añazco, J. E. (2025). The Effectiveness of Project-Based Learning and the (UDL) Framework in Acquiring English as a Second Language. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 12685-12707. https://doi.org/10.37811/cl_rcm.v9i1.16848

Kasch, H. (2018). New Multimodal Designs for Foreign Language Learning. Learning Tech – Tidsskrift for læremidler, didaktik ogteknologi, (5), 28-59.

Kidd, E., Donnelly, S., & Christiansen, M. H. (2018). Individual Differences in Language Acquisition and Processing. Trends in cognitive sciences, 22(2), 154–169. https://doi.org/10.1016/j.tics.2017.11.006

López García, Á., (2014). Los mecanismos neuronales del lenguaje. (1era ed.), Prosopopeya Manuales, Tirant Humanidades; 9-149.

López García, Á., (2022). Gramática cognitiva para profesores de español L2. Lynx. Panorámica de Estudios Lingüísticos, n°22 (2023), Universitat de València-Estudi General; 237-243

López García, Á., Montaner, A., Morant, R., Pruñonosa, M., (2011). Redes léxicas como redes neuronales. Revista de Investigación lingüística, n°14, Universidad de Murcia; 61-86.

Lowie, W., & Verspoor, M. (2015). Variability and variation in second language acquisition orders: A dynamic reevaluation. Language Learning, 65(1), 63-88.

Luo, Z., Subramaniam, G., & O’STEEN, B. I. L. L. Y. (2020). Will anxiety boost motivation? The relationship between anxiety and motivation in foreign language learning. Malaysian Journal of ELT Research, 17(1).

Strangman, N., Meyer, A., Hall, T., & Proctor, P. (2005). Improving foreign language instruction with new technologies and universal design for learning. IALLT Journal of Language Learning Technologies, 37(2), 33-48.

Taylor, L. J., & Zwaan, R. A. (2009). Action in cognition: The case of language. Language and cognition, 1(1), 45-58.

Yamashiro, A., & McLaughlin, J. (2001). Relationships among attitudes, motivation, anxiety, and English language proficiency in Japanese college students. Second language acquisition research in Japan, 113-127.




DOI: https://doi.org/10.32043/gsd.v9i2.1406

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 

ISSN printed: 2532-3296

E- ISSN: 3103-5744