Movement-Based Language Learning: Enhancing TESL Pedagogy Through Neurodiversity-Informed Movement Breaks

Abstract Book of the 10th World Conference on Teaching and Education

Year: 2026

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Movement-Based Language Learning: Enhancing TESL Pedagogy Through Neurodiversity-Informed Movement Breaks

Prof. Dr. Elisabeth Dokalik-Jonak

ABSTRACT:

This study examines how movement breaks and neurodiversity-informed pedagogical approaches enhance second language acquisition in Teaching English as a Second Language (TESL) contexts, addressing the neurobiological foundations of language learning in diverse learner populations.
Drawing on neuroscientific research and systematic reviews, this paper synthesizes evidence regarding physical activity’s impact on cognitive function, memory consolidation, and language acquisition. The analysis integrates neurodiversity frameworks (Armstrong, 2012) with embodied cognition research (Mavilidi et al., 2018) to develop movement-integrated TESL strategies that accommodate varied neurological profiles.
Evidence demonstrates that physical activity enhances language learning through multiple mechanisms: moderate movement increases prefrontal cortex blood flow by 20-30%, improving attention and working memory critical for vocabulary retention (Hillman et al., 2008). Integrated physical exercises and gestures significantly enhance foreign language vocabulary acquisition, particularly in young learners (Mavilidi et al., 2018). Movement breaks improve cognitive engagement and reduce behavioral problems by 20% (Watson et al., 2017), while increasing instructional time efficiency by 15-20% (Donnelly et al., 2016). Classroom-based physical activity breaks enhance attention through cognitive engagement mechanisms (Schmidt et al., 2016), benefiting neurodivergent learners who require kinesthetic input for optimal cognitive functioning. Systematic reviews confirm positive effects on academic performance and classroom behavior (Daly-Smith et al., 2018).
Finally, movement is not supplementary but neurobiologically essential for language acquisition, particularly in neurodiverse TESL classrooms where learners exhibit varied cognitive processing styles. TESL practitioners should implement regular movement breaks (every 20 minutes), integrate gesture-based vocabulary instruction, utilize embodied learning activities, and adopt neurodiversity-affirming approaches that recognize physical activity as foundational to equitable language education rather than instructional time loss.

Keywords: TESL, Neurodiversity, Movement Breaks, Embodied Cognition