ABSTRACT
The author have argued for the benefits of embodied learning activities, which build on cognitive linguistic principles, as an alternative to traditional models of teaching. He believe that these can offer a more enabling way for students to explore language and grammar. He would like summarise his key points in the form of an alternative manifesto for grammar teaching before offering some final questions for practitioners to reflect on. The seven principles represents what he believe are the main messages of this book, and together offer a vision for teaching language and grammar through embodied learning. In the context of a history of government initiatives and frameworks, and the continued influence of the assessment straight jacket and school accountability, there has never been a more interesting or important time to consider the place of language and grammar work in the English curriculum.
