The notion of embodied learning has gained ground in educational sciences over the last decade and has made its way to language education with researchers acknowledging language learning as an embodied process. This mixed studies review aggregates and reviews empirical research, published from 1990 to 2020, using embodied learning approaches in language education. The review focuses on embodied approaches in learning and teaching first, second, and foreign languages at various educational levels. It encompasses 41 empirical studies with a majority published between 2019 and 2020, suggesting that the research area is growing rapidly. The results show that the studies align with two strands: (1) embodied learning through orchestrating embodied language learning and teaching, and (2) embodied learning in naturally occurring language learning interactions. The review identifies various embodied learning activities and presents how they contribute to language learning and teaching in different ways. The review proposes an understanding of embodied language learning that holds potentials to engage learners holistically, while simultaneously promoting language learning skills and adding emotional and motivational benefits to language learning.

在过去的十年中，具身学习的概念在教育科学中取得了进展，并已进入语言教育，研究人员承认语言学习是一个具身的过程。这项混合研究回顾了 1990 年至 2020 年发表的实证研究，并在语言教育中使用了具体的学习方法。审查的重点是在不同教育水平上学习和教授第一语言、第二语言和外语的具体方法。它包含 41 项实证研究，其中大部分在 2019 年至 2020 年间发表，表明该研究领域正在迅速发展。结果表明，这些研究符合两个方面：（1）通过协调具身语言学习和教学来进行具身学习，(2) 在自然发生的语言学习互动中体现学习。审查确定了各种具体的学习活动，并介绍了它们如何以不同的方式促进语言学习和教学。审查建议理解具身化的语言学习具有全面吸引学习者的潜力，同时提高语言学习技能并为语言学习增加情感和动机的好处。