Integrating UDL and 4E Cognition in second language acquisition: an enactive perspective

Abstract

This paper examines second language acquisition from an enactive perspective, integrating the Universal Design for Learning framework with the 4E Cognition paradigm. Through the analysis of student translation outputs, the study aims to explore how bodily, cognitive, contextual, and emotional factors may contribute to shaping learners’ linguistic choices in the early stages of learning.