Embodied Warm-ups in English as a Second Language (esl): Integrating Classical Ballet Barre Practice into English Language Teaching

This paper presents the design and rationale of an embodied English lesson developed within an ongoing research project examining how elements of ballet training can enhance foreign language acquisition in primary education. Grounded in embodied cognition theories and neurolinguistic evidence, the study investigates how integrating ballet-derived movement can support L2 learning. The proposed glottodidactic model reconceptualises the opening phase of the English lesson by introducing ballet barre exercises as a structured psycho-physical warm-up. Unlike conventional warm- ups—typically centred on lexical recall, affective engagement, or pairwork (Krashen, 1982; Wali et al., 2025), this model introduces an embodied, non-verbal dimension based on the hypothesis that the ballet barre training, long recognised in dance pedagogy as a ritualised and functional entry into movement, provides an effective structure for embodied activation and cognitive focus. A short sequence adapted from foundational ballet technique (e.g.pliés, tendus, dégagés) engages posture, proprioception, and rhythmic coordination, functioning simultaneously as physical activation and cognitive priming. Interdisciplinary research indicates that warm-ups combining motor and cognitive components enhance attention, memory, and verbal fluency (Díaz-García et al., 2023; Van Raalte, 2019). The model is being tested in a randomised controlled pilot study with 50 pupils (aged 7–9) in an Italian primary school. Baseline linguistic and motor competences have been assessed and will be re-evaluated mid- and post-intervention to empirically validate the embodied pedagogical framework. Preliminary qualitative observations suggest increased attentional engagement, smoother transitions into L2 tasks, and heightened learner readiness, indicating the potential of this model to offer a replicable framework for embodied L2 learning.