Michał Daszkiewicz
University of Gdańsk, POLAND; https://orcid.org/0000-0003-2463-393X
DOI: https://doi.org/10.36534/erlj.2025.01.00
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2025-1(13). ACTIONS IN LANGUAGE EDUCATION, pp. 4-5.
Abstract
The psychomotor dimension of language, of linguistic activity, and of language education, which constitutes ERLA’s 2025 focus, can be argued to be the least noticed of all the four dimensions. This is so because throughout our daily existence and everyday routines we act without reflecting upon all the actions we happen to undertake – which, in turn, may be viewed as a loss of a potentially huge benefit. It might be greatly beneficial to our language skills (as well as our general education and overall development) if we sticked to the practice associated with very young age of parents and teachers naming out loud the actions being performed so that the child listening to these verbal descriptions can better internalize them and link with their respective wording. I daresay that if this practice was not dropped (frequently as early as at the end of pre-school education), it would affect not only our educational performance but – comparably – our professional achievements just as well.
At the same time our actions directly follow from our affect and our beliefs. In other words,…
Go to Educational Role of Language Journal – main page
Go to International Association for the Educational Role of Language – main page