One pedagogical practice that locates linguistic meanings in the context of spatial, tactile, or gestural meanings is called embodied cognition. Embodied cognition is the idea that our understanding of language is not just based on abstract symbols and concepts, but also on our bodily experiences and interactions with the world around us.

One example of this practice is using gesture to support language learning. Research has shown that when teachers use gestures while teaching vocabulary, grammar, or other linguistic concepts, it can help students to understand and remember the information better. For example, a teacher might use hand gestures to illustrate the meaning of a new word or to show the relationship between two grammatical structures. By linking the abstract symbols of language to concrete physical movements, students are better able to internalize and remember the information.

Another example of embodied cognition is using spatial or tactile activities to teach language concepts. For instance, students might physically move objects around to practice prepositions or use a map to learn about geography-related vocabulary. This type of activity helps students to make connections between the abstract concepts of language and their concrete experiences in the world.

Embodied cognition has been shown to be particularly effective for language learners who may struggle with traditional language instruction methods. For example, learners with dyslexia, ADHD, or other learning differences may benefit from the multisensory approach of embodied cognition. By engaging multiple senses and modalities, embodied cognition provides a more holistic and inclusive learning experience.

In conclusion, the pedagogical practice of embodied cognition is a powerful tool for locating linguistic meanings in the context of spatial, tactile, or gestural meanings. By connecting abstract language concepts to concrete bodily experiences, learners are able to more effectively internalize and remember linguistic information.