Conceptual mappings in motion: An embodied approach to figurative language transfer in Darija and English

This paper explores the application of Embodied Cognition to English in the unique multilingual context of Morocco. While traditional pedagogies often treat language as a purely abstract symbol system, embodied cognition posits that learning is deeply rooted in bodily and sensory-motor experiences. In Morocco, where learners navigate a complex linguistic landscape involving Darija (Moroccan Arabic), Modern Standard Arabic (MSA), French, and now English, this perspective offers a notable approach. An empirical study with (n = 80) secondary school students compared an embodied pedagogy group to a control group receiving traditional instruction. The results demonstrated a significant learning gain (11.7) in the experimental group, which achieved an 89% success rate compared to 45% in the control group. We conclude that teaching methods which engage conceptual analysis and connect to students' existing bodily understanding of concepts in their first language (Darija) can make learning English idioms more effective and meaningful.