Language and Body: Language Acquisition and Learning for Dual-Language learners Embodied with Non-Verbal Methodologies

When we think about language education for young learners, one key feature of language acquisition is the role of the first language. However, if learners couldn’t acquire their first language sufficiently due to several issues, what teacher do we need to care for? In recent years, due to the economic shifts, language education has also evolved in this situation. Immigrants from other countries seek a better life, and living as a part of those countries, this is challenging for immigrants who are adopting a new norm and language. As a result, the environment of language education and the needs of students are also rapidly changing and becoming more complicated. Those who have not acquired their first language sufficiently, and learning a new language in a different environment must be a challenge for them. Through bilingualism and dual-language learning, the outcomes of the paper will affect the understanding of young learners' difficulty in language learning and characteristics based on the research done in the language and cultural institutions in Japan. This paper mainly focuses on young language learners who are non-native Japanese speakers and learning Japanese as a second or third language and learning English simultaneously. Additionally, this appears mainly to argue about the embodiment of non-verbal activities into language teaching.