Includes bibliographical references and index.

Introduction to the anthology / Theresa Schilhab and Camilla Groth -- Languages are grounded in the body / Lydia Kokkola -- Exploring reading aloud events through embodied learning : impacts on early literacy / Theresa Schilhab, Gitte Balling and Gertrud Lynge Esbensen -- Inclusive language teaching / Pauline von Bonsdorff and Aila Marjom�aki -- Substrates, displays, technologies and texts : embodied, experiential reading / Sarah Bro Trasmundi and Anne Mangen -- Embodied learning with and through different writing methods / Satu-Maarit Korte and Minna K�orkk�o -- Long-form silent reading in the contemporary classroom from an embodied learning perspective : "school is probably the worst place to read" / Kristiane Hauer -- Education in the cognitivist and embodied paradigms : why won't my students read? / Juan Toro and Sarah Bro Trasmundi -- Thinking through hands in education / Camilla Groth and Marte S. Gulliksen -- Why whole-body drawing still matters in our digital age / Lovise S�yland -- Apprenticeship as a model for teaching and learning in formal education / Camilla Groth -- Conceptualising technology-enhanced embodied pedagogy / Satu-Maarit Korte and Minna K�orkk�o -- Smart technology in nature-based learning-embodied and situated processes / Gertrud Lynge Esbensen, Theresa Schilhab and Gitte Balling -- How nature-like artworks induce perceptual processes benefitting education in general and science education in particular / Theresa Schilhab -- Embodied music learning / Alexander Jensenius -- Teaching and learning in physical education teacher education / Gunn Helene Engelsrud -- Embodied learning in interaction : the case of aikido / Susanne Ravn -- Conclusions / Camilla Groth and Theresa Schilhab.

"This book operationalises the new field - EmLearning - that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended. Chapters highlight empirical data providing readers with research-based insight into the theoretical foundations of embodied cognition in learning, illustrated by practical examples. Ultimately, the volume contributes a radical understanding of embodied cognition, demonstrating the importance of the field to the educational system more broadly, and suggests a fundamental change to the way learning, education, and curriculum design is viewed and considered. Based on contemporary scientific findings, the book addresses the educational area with a focus on opening the embodied approach to a wider audience that will circulate the new knowledge and support their educational practices. Written with the purpose of contributing to a broad spectrum of academic educational fields, this book will be of importance to postgraduates, researchers, and academics in the fields of higher education, educational psychology, teacher education, and teaching methodology and practice. Teachers and school politicians should also benefit from this volume more broadly"-- Provided by publisher.

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Theresa Schilhab is Associate Professor in Educational Neuroscience and Evolutionary Epistemology and leads Science Didacticsand Nature Views, Danish School of Education, Aarhus University, Denmark. Camilla Groth is Associate Professor in Arts, Design, and Crafts and leads the Embodied Making and Learning Research group (EMAL), University of South-Eastern Norway.

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