Embodied cognition and the Montessori approach in second language acquisition in preschool age children: a systematic review

Introduction: This is paper examines how educational context, social relationships, and teaching methods in uence preschool children’s daily use of a second language. Research Aim: The e systematic review aims to con rm the theory that an experiential and motor approach is fundamental in second language acquisition. Evidence-based Facts: After a thorough bibliographic search, een articles were carefully analyzed that show how learning through bodily and multisensory experiences is bene cial for children. Summary: The examined studies recognize the e ectiveness of learning through multisensory bodily experience and movement. Among the various educational contexts, the Montessori learning environment is suitable for an early approach to second language acquisition.