BOOK REVIEW: TEACHING WORLD LANGUAGES  WITH THE FIVE SENSES, PRACTICAL STRATEGIES AND IDEAS  FOR HANDS-ON LEARNING

Aidillah Suja; Muassomah Muassomah; Sutaman Sutaman

doi:10.24071/llt.v27i2.8989

BOOK REVIEW: TEACHING WORLD LANGUAGES WITH THE FIVE SENSES, PRACTICAL STRATEGIES AND IDEAS FOR HANDS-ON LEARNING

Aidillah Suja^(1*), Muassomah Muassomah⁽²⁾, Sutaman Sutaman⁽³⁾,

(1) STAIN Sultan Abdurrahman Kepulauan Riau, Indonesia
(2) UIN Maulana Malik Ibrahim Malang, Indonesia
(3) UIN Maulana Malik Ibrahim Malang, Indonesia
(*) Corresponding Author

Abstract

This book review discusses Elizabeth's journey as a mother and teacher who combined her personal and professional experiences to design a language teaching method that engages the five senses. The book “Teaching World Languages with the Five Senses, Practical Strategies and Ideas for Hands-On Learning” that resulted from her research provides deep insights into language acquisition in the brain. Each book’s 11 chapters address various topics, from language learning in the brain to five-sense teaching methods to cultural responsiveness in the 21st-century language classroom and decolonizing the world language curriculum. Emphasis is placed on teachers adapting to student diversity, dealing with learning anxiety, and providing approaches that support higher-order thinking skills. Suitable for all language teachers worldwide, this book presents an innovative approach involving the five senses in language learning, emphasizing a basic understanding of the brain as a foundation for more effective teaching practices.

Keywords

bilingual education, brain-based approach, teaching with the senses

Full Text:

PDF

References

Awang-Hashim, R., Kaur, A., & P.Valdez, N. (2019). Strategizing inclusivity in teaching diverse learners in higher education. Malaysian Journal of Learning and Instruction, 16(1), 105–128. https://doi.org/10.32890/mjli2019.16.1.5

Markey, K., Graham, M. M., Tuohy, D., McCarthy, J., O’Donnell, C., Hennessy, T., Fahy, A., & O’Brien, B. (2023). Navigating learning and teaching in expanding culturally diverse higher education settings. Higher Education Pedagogies, 8(1), 2165527. https://doi.org/10.1080/23752696.2023.2165527

O’Sullivan, M., Brownsett, S., & Copland, D. (2019). Language and language disorders: Neuroscience to clinical practice. Practical Neurology, 19(5), 380–388. https://doi.org/10.1136/practneurol-2018-001961

Rosselli, M., Ardila, A., Matute, E., & Vélez-Uribe, I. (2014). Language development across the life span: A neuropsychological/neuroimaging perspective. Neuroscience Journal, 1–21. https://doi.org/10.1155/2014/585237

Wilks-Smith, N. (2022a). Increasing second language production with gestures. ITL - International Journal of Applied Linguistics, 173(1), 18–57. https://doi.org/10.1075/itl.20008.wil

Wilks-Smith, N. (2022b). Using gestures: Intentional teaching gestures as an L2 facilitative tool. LLT Journal: A Journal on Language and Language Teaching, 25(1), 277–294. https://doi.org/10.24071/llt.v25i1.4549

DOI: https://doi.org/10.24071/llt.v27i2.8989