ERIC EJ962388: Harmonious Learning: Yoga in the English Language Classroom

2011·0.4 MB·English

by  ERIC

Lisa Morgan
Harmonious Learning: Yoga in
the English Language Classroom
Our students learn in a world ally, mentally, and physically healthy
filled with complex physi- places to learn—places where tensions
cal, psychological, and emo- and stresses are lessened and where
tional pressures (Howard and Johnson teachers and students are concentrat-
2004; Kyriacou 2001, Pithers and ing, yet relaxed. Harmonious language
Soden 1999; Wiley 2000). Some learn- learning classroom is the term I coined
ers are coping with lives marred by war, to describe this kind of language learn-
poverty, and political or social unrest. ing environment. In order to create
Other learners have stable learning envi- harmonious language learning class-
ronments but are personally beset by rooms, teachers must first reduce anxi-
anxiety, stress, and too much competi- ety, stress, and negative competition
tion. Furthermore, technological tools, amongst their learners. In addition,
although highly useful in our personal teachers need to accept their learners
and professional lives, can sometimes for what and who they are. Teachers
have negative effects. They can distract who teach in harmonious learning
learners, eroding their powers of con- classes respect their students’ different
centration and distancing them from language learning styles and emphasize
their physical and intellectual selves. a healthy intellectual and emotional
And it’s not only learners who face these attitude toward one’s self and others.
challenges. Teachers, too, struggle to When I picture such a classroom, I see
balance their personal and professional teachers who value and promote the
lives and to cope with heavy teach- physical health of all their students.
ing loads, overcrowded classrooms, and Only through equal attention to and
changing technologies and curricula. care of the intellect, the emotional life,
and the physical body—none of which
Harmonious language
can be separated from the others—can
learning classrooms
this be accomplished.
This article looks at one way for One way to promote mentally,
teachers to make classrooms emotion- emotionally, and physically balanced
2 2011 Number 4 | E n g l i s h T E a c h i n g F o r u m
learners is through the use of yoga. I suggest guages (TESOL) and a yoga teacher training
that by utilizing simple yoga poses in English program. Each of the programs required me
language lessons, teachers can teach vari- to design a short internship; for one I was
ous aspects of the English language in a fun to practice teaching yoga, and for the other
and nonthreatening way. With this approach, I was to teach English as a second language
learners use their bodies to learn, practice, and (ESL). Because of an interesting experience I
anchor the language being taught at the same had had in Italy two years earlier, I thought
time as they reduce anxiety and help care for it would be interesting to combine the two
mind, body, and spirit. assignments. While living in Italy, in the
mornings I attended Italian language classes in
What is yoga?
which I studied grammar, vocabulary, and the
Yoga is a practice that has existed for thou- four language skills. Two afternoons a week, I
sands of years. The word yoga comes from went to a health club and took an isometric
Sanskrit. It means union or bridge, signifying stretch class that was conducted all in Ital-
that the practice of yoga brings together the ian. Learning by doing, and especially mov-
practitioner’s body, mind, and spirit. Yoga’s ing my body, anchored the Italian language
exact history and origins are uncertain; how- that I was studying in the morning class in a
ever, it is known that yoga came from the new and exciting way for me. This particular
East. Yoga consists of hundreds of physical experience dramatically enhanced my learn-
postures, called asanas. These postures, which ing of Italian and left a very positive language
are held for various periods of time, combined learning impression. I decided to duplicate
with breathing techniques (pranayama) and that experience with my internship project by
meditation (dyana), bring about the goals of a linking the practice of yoga and the learning
sound body and a quiet, peaceful mind. of English in the same class.
Hatha yoga, one of several branches of When the time came to carry out the two
yoga, is the most widely practiced form of internships, I approached the Quaker Meet-
yoga in North America. Given that I am most ing House in my community because I knew
familiar with Hatha yoga, it is the branch of that it was looking for activities for newcom-
yoga that I generally refer to in this article. ers to the United States. These newcomers
Hatha yoga postures are divided into three were all Latina mothers of small children
types: static asanas, which promote concentra- attending the Quaker Meeting House’s pre-
tion and power; dynamic asanas, which coor- school program. I pitched my idea by offering
dinate body movements; and breathing and to volunteer to teach these mothers a short
relaxation asanas, which focus on resting and course using yoga as a vehicle for learning
relaxing the body. When practiced over time, English. The activity organizers were open to
Hatha yoga brings many benefits. The spine this novel idea and approved my plan.
becomes supple, and circulation increases in I modeled these lessons on the Total Physi-
organs, glands, and tissues. The practitioner cal Response (TPR) approach to teaching a
gains strength, flexibility, endurance, and bal- foreign or second language. Originally devel-
ance. Also, concentration improves, and feel- oped in the early 1970s by an American
ings of stress and anxiety are reduced. professor of psychology, James Asher, TPR is
based on the theory that a learner’s memory
Yoga and the English language classroom
is enhanced and aided through association
So where does English language teach- with physical movement. One of the tenets
ing and learning intersect with yoga in the of this theory is that mother tongue language
classroom? How can using yoga lead to a acquisition in very young children occurs
harmonious environment and effective lan- when children respond physically to parents’
guage learning? I have been exploring these commands. However, the use of TPR can
questions for years. be adapted to other learners, including older
I became interested in the intersection children and adults. The TPR approach to
between yoga and English language teaching teaching language is primarily concerned (at
while attending both a graduate program in least initially) with the receptive skill of listen-
Teaching English to Speakers of Other Lan- ing and is linked to physical actions designed
E n g l i s h T E a c h i n g F o r u m | Number 4 2011 3
to reinforce comprehension of specific key instructions orally. I then asked the learners
vocabulary and grammar (Cameron 2001; to make the same movements with me while
Peck 2001; Richards and Rodgers 2001). In I repeated the instructions orally. If time
later years, this approach was extended suc- allowed, I repeated this phase two to three
cessfully to include TPR storytelling, a multi- times. Next, I orally gave the instructions, and
skills approach to teaching English. the learners listened and followed the instruc-
A typical classical TPR activity contains tions by moving into the pose.
oral commands by the teacher, such as “Open The key vocabulary and each of the instruc-
the door,” “Stand up,” and “Turn around,” tions, in sentence form, were written on a flip
at the same time that he or she models the chart for learners to read. I pronounced and
commands. Language learners then carry out pointed to each word, and the learners repeat-
the commands by physically performing the ed after me. Then I pointed to a phrase and
movements while listening to the teacher’s modeled the movement. Finally I pointed to
oral commands. With a certain amount of a word or phrase, and the learners (as a group
repetition, these basic commands can be or individually) pointed to the body part or
assimilated quite easily by the learners. Accu- made the movement required of the com-
rately reproducing the commands themselves mand. If serious challenges in pronunciation,
is more gradual. Over time the teacher no lon- listening, or reading comprehension occurred,
ger has to model the physical action or say the I reviewed the word or phrase for the learners.
commands, and the learners can give them to I taught or reviewed two or three poses in
others. An example of a familiar TPR-type les- each lesson and made sure to recycle each pose
son for many English teachers is the chant-like in subsequent lessons. The main objective
game of “Simon Says,” in which the teacher was to create a harmonious language envi-
(a leader) calls out commands to learners to ronment where the young mothers learned
touch or point to different parts of the body. to comprehend and speak some English in
When teaching at the Quaker Meeting a non-threatening, relaxed atmosphere that
House, I designed lessons that were guided by was healthy for their emotional, mental, and
fundamental principles of TPR and organized physical health. As a supplement, I provided
according to a classical TPR lesson, with some one-page handouts with simple illustrations of
modifications. Instead of common TPR com- the poses, a list of the key vocabulary, and the
mands such as “Go to the door, open the door, instructions. Learners could take the handouts
close the door,” I gave simple commands to home for additional practice with the lan-
practice yoga postures. For language, I focused guage or the poses, if they wanted.
on the key nouns (parts of the body), verbs, During the same period when I was teach-
prepositions, adverbs, and adjectives found in ing English through yoga, I began teaching
the instructions for moving into and out of a another group of adults in a beginning level
posture. For example, in a simple version of language class. The latter took place in a
the asana called Palm Tree Pose, the instruc- traditional ESL classroom, one with a set cur-
tions consisted of three commands: (1) stand riculum and textbook. In the traditional class
with your arms above your head; (2) put your students seemed more anxious, shy, and hesitant
palms together; and (3) balance on your toes. to speak than their counterparts in the English
Verbs taught were stand, put, and balance. through yoga lessons. Many struggled to read
Nouns taught were palm tree (palms), arms, passages from the textbook or to pronounce
head, and toes. I also taught the preposition vocabulary words. And although I utilized TPR
above and the adverb together. To facilitate in the lessons, the actions were ones normally
student learning of all the postures, I did pre- associated with that approach; they were not as
teaching of simple one-word commands such authentic to the class activities as the postures
as observe, practice, repeat, and relax. To teach were to the English through yoga lessons.
the Palm Tree pose, the movements required On reflection, it was clear that the class
for it, and the English language embedded in in which I taught English through yoga was
it, I first silently modeled the pose and asked more fun and relaxing than the traditional
the learners to only observe. After I modeled class, not only for the students but also for
the posture, I modeled again, also giving the me, the teacher. Although English language
4 2011 Number 4 | E n g l i s h T E a c h i n g F o r u m
was both taught and learned, it was not neces- If specific language found in a yoga activ-
sarily the focus. What the students and I were ity is related to the curriculum or chapter in
concentrating on were the poses, the move- your textbook, or if yoga interests your learn-
ments, and the understanding of those move- ers, then teaching with yoga can be done for
ments. Moments of silence were not only longer periods of class time. For instance, if
appreciated but also an essential part of the vocabulary words about the body or verbs of
lesson. The learners and I both had time to motion are being explicitly taught or prac-
quiet our minds and to contemplate what we ticed, then yoga activities could potentially
were doing, not just after the lesson, but dur- take up a complete lesson. It’s also possible
ing the lesson as well. These unique aspects of that yoga could be integrated throughout an
the lesson, missing from the traditional class- entire unit. (See Appendix 1 for yoga-type
room, were beneficial to all and led, I suggest, activities and suggestions on ways to build
to more effective teaching and learning. language activities around them.)
You may question whether you can sen-
Integrating yoga into the English
sibly teach yoga if you have large classes.
language lesson
Ideally, teachers would have small groups of
How, when, and for what reasons do students and large, airy rooms with plenty of
teachers appropriately integrate yoga into space to stretch out. Unfortunately, this is not
the language classroom? Teaching English the reality of most classrooms. Here are a few
through the practice of yoga can be done for tips for teachers who have large classes and
as briefly as a few seconds, a few minutes, or not much room to move but would like to
as long as the entire class time. This decision create a harmonious language learning class-
is up to you, the teacher, or the type of pro- room. When you confront such challenges,
gram in which you teach. If your curriculum teach introductory standing and sitting poses
doesn’t allow time for yoga-type activities, or (seated in a chair, not on the floor). And you
if you are curious and want to experiment but can teach poses that utilize only the shoulders,
aren’t yet ready to commit to teaching physi- neck, arms, legs, hands, fingers, or simply the
cal postures, the following mini-activity may face. Although advanced practitioners of yoga
be useful. It needs neither time nor space, it often look like human pretzels when holding
enhances learning, and it provides a starting a pose, you and your learners can receive the
point for creating a harmonious language same benefits of strength, flexibility, endur-
learning environment. ance, balance, concentration, and reduction
The mini-activity is this: Simply ring a bell of stress and anxiety by practicing only fun-
or gong and ask for a moment of silence from damental yoga poses. And visualization and
your learners. Ringing the bell or gong can be guided imagery activities require no room
done as class begins simply as a means for you at all, except that of the mind. With careful
and the learners to collect your thoughts and thought and planning, you can create a har-
to leave your worries outside the classroom monious language learning atmosphere in any
door; it can also bring focus to the language classroom. (See Appendix 2 for resources that
lesson. Or you can ring the bell in the middle you can modify for appropriate use in your
of a lesson when learners need to refocus. own teaching context, whether it is the ideal
You can also try it at the end of the lesson for environment for yoga or not.)
learners to gather their thoughts and consoli- English teachers are aware that their learn-
date their learning. ers need a change of pace during a lesson so
Another way of integrating a small dose of that they don’t get bored and begin to tune
yoga into the English lesson is to teach one or out. Keeping learners engaged in their lan-
two simple poses at the beginning of a lesson guage learning requires a range of activities
as a warm-up. These activities serve to focus or that are enjoyable, imaginative, and fun. This
relax learners as they prepare for more rigor- is particularly true of young learners, who
ous language tasks. Mini-lessons like this can enjoy a frequent change of activities. And
also be carried out mid-lesson to reenergize tasks that involve learners physically and get
or calm learners or to wind down or bring them up and moving are all the more appreci-
closure to a lesson. ated (Cameron 2001; Shin 2006).
E n g l i s h T E a c h i n g F o r u m | Number 4 2011 5
Practicing yoga postures can be beneficial self-awareness (Kerka 2000). Teachers will win
in different ways and at different times of neither learners’ affection nor their respect
the day. For example, early in the morn- if they insist on explicitly teaching grammar
ing when learners are still sleepy, practicing structures and rules when more naturally
dynamic postures that enliven and stimulate occurring incidental learning opportunities
their bodies and minds is fitting. Breath- could teach learners the same things. If teach-
ing and relaxation poses that relax the body ers design activities and tasks in which gram-
and mind can calm learners after an active mar and vocabulary are naturally embedded,
recess, physical education class, a busy lunch as they are in teaching and practicing yoga
time, or energetic class activity. On the other postures in class, those teachers will facilitate
hand, static postures that are concerned with language learning, reduce learners’ anxieties,
concentrating oneself are good to practice at and earn their gratitude.
the end of the day when language learners are
Introducing yoga in the English language
tired or need to release pent-up energies. All
classrooms: FAQs
postures, whether they are dynamic, relaxed,
or static, come with a complementary number In exploring the subject of yoga in Eng-
of vocabulary words that can be taught, prac- lish language teaching, I have come across
ticed, reviewed, and assessed. frequently asked questions about its appro-
Another reason to use yoga in the Eng- priateness and correct implementation in the
lish language classroom is that it can act as a language classroom. Both the questions and
counterbalance to the multiple forms of tech- responses may be helpful in initial prepara-
nology that confront 21st-century language tions for using yoga in your classroom.
learners, young and old alike. Nowadays it
1. Isn’t yoga a religion?
is not uncommon to see young people, and
Although spiritual dimensions can and do
adults, spending hours on social networking
exist within the yoga tradition and each of its
sites, talking or texting on mobile phones, or
main branches, it is important to point out
playing computer games. In my observation,
that yoga is not a religion. Nothing in this
spending too much time hooked in to tech-
article promotes any particular religious or
nology and multi-tasking can cause learners
spiritual path. All the branches of yoga can be
to become easily distracted and have difficulty
practiced by people of any belief system and
concentrating in class. Teaching simple yoga
also by those who do not hold any religious
poses and visualization activities provides a
convictions.
break from technology and helps learners
become aware of the present moment, their 2. What language do I teach when I
physical surroundings, and the task at hand— integrate yoga into my lessons?
English language learning. Yoga postures and visualizations are rich
Depending on the amount, quality, and in language. Besides the obvious verbs of
kinds of language learning experiences our action and vocabulary of the parts of the
learners have had in the past, they may be body that have already been mentioned, you
self-conscious, easily intimidated, or wor- can teach many other language elements.
ried about performing in front of others in Adverbs, repetition of key words, words show-
another language. This can be especially true ing chronological order, vocabulary connoting
of older learners, first-time language learners, direction, and many imperatives, all of which
or learners in beginning level classes, when the are naturally found in teaching and practicing
necessity to move outside their comfort zone a pose, can be taught. A myriad of lessons can
is frequent. One way to address this discom- be designed around key vocabulary found in
fort in learners is to design lessons in which any yoga pose and utilized for teaching, prac-
language learning happens unconsciously—in ticing, reviewing, or assessing language. Yoga
other words, while learners are doing other postures and visualization exercises, especially
things. Unconscious or incidental learning in intermediate to advanced language classes,
helps improve learners’ competence, changes encourage spoken and written language activi-
their attitudes, and shows development in ties about how the body feels and its connec-
their interpersonal skills, self-confidence, and tion to the mind and emotions.
6 2011 Number 4 | E n g l i s h T E a c h i n g F o r u m
Another language aspect of yoga which can the postures, especially when yoga is first
be pedagogically exploited, and at the same introduced. Perhaps they will feel foolish and
time enjoyable and appealing to learners, is think they look silly or clumsy. Allowing these
the names of postures. When holding yoga learners to skip the activity, to only observe,
asanas, the person in the posture often men- or to join in when they feel comfortable is
tally calls up images of different animals, ele- probably the best approach. However, a few
ments of nature, or simple objects or shapes; students refusing to participate should not put
just a sampling of names of postures includes off your plans for teaching English through
Cat, Downward Dog, Cobra, Fish, Eagle, yoga. If any of your learners have physical
Tree, Mountain, Chair, Table, and Triangle. limitations or health issues that prevent them
This somewhat playful aspect of yoga can from fully participating, but they want to
make it an especially fun activity to do with join in, pose variations and modifications are
children. Names of yoga poses also serve for readily available in the literature and are easy
any age group as an anchor for remember- to apply.
ing the name of the posture itself and the
5. What are some good sources for
vocabulary associated with the pose. At the
learning about yoga and using it in
end of this article an introductory but funda-
language lessons?
mental yoga pose (Mountain Pose) serves as
Hundreds (if not thousands) of DVDs,
an extended example.
videos, websites, books, articles, and activ-
3. Do I have to be a practitioner of yoga ity cards offer the classroom teacher ideas,
myself to use it in my lessons? activities, drawings, music, and background
No, you do not have to be a practitioner on yoga and its practice. Appendix 2 provides
of yoga to experiment with it in your English a sampling of resources that contain much of
language lessons. But if you are not a prac- what you need to get started in teaching sim-
titioner, then a word of caution is in order. ple yoga activities in your English language
Safety, health, and comfort always come first, classroom. I selected the websites based on the
for you and your learners. Guided imagery, variety and quality of their free content, their
uncomplicated breathing techniques, and the navigability, and general user-friendliness.
most basic, beginning-level sitting, standing, Poses are simply illustrated, and the language,
and lying-down poses are safe to use in your if not already stated in uncomplicated terms,
English language lessons. Before you begin, can easily be adapted to the needs of most
however, know your learners and any health- English language classrooms. The resources
related problems that could be dangerous to that are cited have practical ideas, many illus-
them or prevent them from participating in trations, and interesting ways to approach the
the physical movements you have decided implementation and teaching of yoga in the
to teach and practice. This word of warning language classroom. Combined, they give you
goes for teachers of all age groups. However, a place to start.
practicing easy yoga poses is probably less
Conclusion
dangerous to one’s body than activities in a
physical education class or on the playground. In the twenty years since I first taught
If you teach adult learners, it would be wise to English through yoga to the young mothers
carry out a quick survey to find out if any have at the Quaker Meeting House, my interest in
health issues before you integrate yoga poses the topic of yoga and English language teach-
into your lessons. ing has become stronger. With the increased
popularity of yoga in the Western world, the
4. What if my students don’t want to number of yoga centers, retreats, and classes,
participate? and the number of books and magazines
All members of your class should have about yoga have grown tremendously. Find-
the option to participate, or not participate, ing information on yoga, both in hard copy
in activities related to yoga. You may have and digitally, has become extremely easy. I
learners in your class who resist on religious have also noticed that using elements of yoga
and philosophical grounds. Others, in their in educational settings in all subject matter,
adolescent years, may be embarrassed to try including the language classroom, has gained
E n g l i s h T E a c h i n g F o r u m | Number 4 2011 7
momentum and become more acceptable. References
In the last few years, I have presented on the Cameron, L. 2001. Teaching languages to young
topic of English language learning through learners. Cambridge: Cambridge University
Press.
yoga at local, national, and international
Howard, S., and B. Johnson. 2004. Resilient teach-
TESOL conferences. English language teach-
ers: Resisting stress and burnout. Social Psychol-
ing professionals of all ages, nationalities, and ogy of Education 7 (4): 399–420.
teaching levels have welcomed this topic and Kerka, S. 2000. Incidental Learning: Trends and
willingly participated. My audiences’ warm Issues. Alert No. 18. Washington, DC: ERIC
Clearinghouse on Languages and Linguistics.
reception, their curiosity, and their readiness
ERIC Digest ED446234
to relate their own experiences with using
Kyriacou, C. 2001. Teacher stress: Directions for
yoga-like activities in English language teach- future research. Educational Review 53 (1):
ing prompted me to write this article to share 27–35.
my ideas with a larger number of English lan- Peck, S. Developing Children’s Listening and
Speaking in ESL. In Teaching English as a Sec-
guage teachers. I believe that integrating yoga
ond or Foreign Language, ed. M. Celce-Murcia,
poses and visualization techniques into Eng-
139–51. Boston: Heinle and Heinle, 2001.
lish language classrooms will increase oppor- Pithers, R., and R. Soden. 1999. Person-environ-
tunities for language learning and decrease ment fit and teacher stress. Educational Research
many of the challenges faced by today’s teach- 41 (1): 51–61.
Richards, J. C., and T. S. Rodgers. 2001. Approaches
ers and learners alike. By combining the
and methods in language teaching. Cambridge:
information provided in this article with your
Cambridge University Press.
own imagination and the belief that your Shin, J. K. 2006. Ten helpful ideas for teaching
English language learners deserve to learn in English to young learners.  English Teaching
environments that are emotionally, mentally, Forum 44 (2): 2–13.
Wiley, C. 2000. A synthesis of research on the
and physically healthy places, you could take
causes, effects, and reduction strategies of teach-
the first step towards creating a harmonious
er stress. Journal of Instructional Psychology 27
language learning environment in your own (2): 80–87.
classroom.
Lisa Morgan is a Regional English
Language Officer (RELO) based in
Santiago, Chile. Prior to becoming a RELO,
she was a TESOL teacher and teacher
educator in both U.S. and international
contexts. She holds a PhD in Teaching,
Curriculum, and Educational Policy from
Michigan State University.
8 2011 Number 4 | E n g l i s h T E a c h i n g F o r u m
Sample Yoga Activities for the
English Language Classroom
Harmonious Learning: Yoga in the English Language Classroom • Lisa Morgan
Palm Tree Balance
Language lesson ideas
Palm Tree Balance is a simple yoga pose that can be used in beginning
level classes. Instructions consist of only three commands (see below).
Key vocabulary: verbs: stand, put, balance; nouns: arms, head, (palm tree)
palms, toes; adverb: together; preposition: above. I recommend teaching
a maximum of five to eight new words in a lesson. Palm Tree Balance
teaches nine words, ten if you also include the name of the pose. If you
decide to make it a game (see variations), the language of numbers and
counting can also be part of the lesson. Skills: speaking and listening
Benefits of the pose
Stretches bones and muscles; improves concentration and balance, both
physical and mental
Instructions
• Stand with your arms above your head.
• Put your palms together.
• Balance on your toes.
Variations
More complex instructions are available for this pose. Above is a
basic version for beginning English language learners. Used as a light
competitive game, practicing Palm Tree Balance is appealing, especially
to young learners. For example, ask who can balance for the longest
time while the teacher or one or more students count. This pose can
also be done as a cooperative game where points are awarded for how
many students are left standing after a certain period of time, again with
someone counting. Another variation is to have the learners sing a song
while in the pose or have them count backwards. Although people often
think that practicing yoga is a serious affair, it can be done with fun and
laughter, too.
E n g l i s h T E a c h i n g F o r u m | Number 4 2011 9
Sample Yoga Activities for the
English Language Classroom
(continued )
Harmonious Learning: Yoga in the English Language Classroom • Lisa Morgan
Stomach Breathing
Language lesson ideas
Stomach breathing can be taught to beginning or intermediate level
language learners and can be used in an advanced class if the objective is
to relax learners before a quiz or test. The pose can be done either sitting
or standing, and it is convenient to use with large classes.
Key vocabulary: verbs: stand, rest, breathe, make, grow; nouns: hands,
stomach; adjectives: big, small; prepositions: in, out. Different adjectives
for big and small can be taught by substituting these words for the
variations discussed below. If you want to teach a small number of words,
you can focus your vocabulary solely on the phrases breathe in and breathe
out and inhale and exhale. For intermediate classes, discuss the difference
between the words breath and breathe.
Benefits of the pose
Breathing in and out from our stomach promotes full-lung-capacity
breathing, which gets more oxygen into the blood and helps to reenergize
fatigued learners or lessen anxiety for those who are feeling tense.
Stomach breathing also allows learners to focus on their breath and
breathing, something we would all be wise to check on from time to time
each day.
Instructions
• Stand.
• Rest your hands on your stomach.
• Breathe in and out.
• Make your stomach grow big when you breathe in.
• Make your stomach grow small when you breathe out.
Variations
Instead of using the words breathe in and breathe out, instruct your
learners to do the same thing but use the words big/small and inhale/
exhale.
Note: Instructions and variations for Stomach Breathing and Palm Tree Balance are
based on the article “Poised for Learning” by Carla Wilson. (See Appendix 2 for
reference.)
10 2011 Number 4 | E n g l i s h T E a c h i n g F o r u m
Sample Yoga Activities for the
English Language Classroom
(continued )
Harmonious Learning: Yoga in the English Language Classroom • Lisa Morgan
Mountain Pose
Language lesson ideas
The target audience is learners at intermediate or high-intermediate levels.
Vocabulary would focus on less-frequently taught words such as fan,
lengthen, skull, rigidly, torso. Other vocabulary could be reviewed.
Benefits of the pose
Mountain Pose is one of the most fundamental poses in the practice of
Hatha Yoga. Many teachers start class with this pose to bring a feeling of
balance and concentration to their students. Mountain Pose looks easy,
but much thought and consideration goes into this (or any) yoga posture.
The posture conjures up an image of a mountain—a strong, resilient part
of our natural world, which is the sensation that a practitioner feels when
holding this pose.
Instructions
• Stand with your feet together.
• Put your hands at your sides.
• Look forward.
• Raise your toes.
• Fan the toes up and open.
• Place the toes back on the floor.
• Feel all parts of your feet in contact with the floor.
• Raise your chest up and out.
• Relax your shoulders.
• Raise your head up.
• Lengthen the neck by lifting the base of your skull.
• Push your feet into the floor.
• Hold the pose, but not rigidly.
• Inhale.
• Imagine the breath rising through your legs, then your torso, and into
your head.
• Hold for five breaths.
• Relax.
• Repeat.
E n g l i s h T E a c h i n g F o r u m | Number 4 2011 11