Enhancing Inner Speech through Puppet Dialogue: Embodied Approaches to Second Language Learning

Abstract

This study explores how puppet-based self-dialogue can enhance inner speech in second-language learning. Inner speech—the silent dialogue individuals engage in with themselves—plays a critical role in cognition, emotion regulation, and identity formation. However, it remains largely untapped in traditional language pedagogy. Through a qualitative case study conducted in a university-level German conversation course, this study investigates how students use puppetry to externalize and transform their internal dialogues into expressive, reflective speech. Drawing on theoretical frameworks, including embodied cognition, metacognition, experiential learning, and narrative self-enactment, the analysis focuses on two contrasting student projects. One student progressed from emotionally detached language to personal and expressive articulation through creative puppet embodiment. In contrast, another student began with rich metaphorical reflection but regressed to an objective, depersonalized narration in the final video. These divergent outcomes highlight both the potential and challenges of employing puppetry as a pedagogical tool. Findings suggest that puppet dialogue facilitates emotional safety, promotes introspection, and supports developing a narrative voice when appropriately scaffolded. This approach builds linguistic competence and encourages learners to engage with language as a medium for personal meaning making. This study argues for reimagining language education as an emotionally resonant, embodied, and creative practice.