<p>Theresa Schilhab and Camilla Groth’s edited volume, <i>Embodied Learning and Teaching Using the 4E Cognition Approach</i>, bridges contemporary theories of <i>embodied</i>,<i> embedded</i>,<i> enactive</i>,<i> and extended</i> cognition with concrete classroom practice. The book’s coherent structure and careful organization enable a theoretical framework to inform empirically grounded case studies, leading to practical strategies for language, literacy, and interdisciplinary instruction. Several chapters illuminate the multisensory and material dimensions of reading and writing, showing how media and writing tools shape comprehension and memory, while others critically examine the assumptions behind silent reading practices. The anthology excels at converting abstract claims into practical teaching strategies that teachers can apply in practice. Yet it leaves several important avenues insufficiently explored, among them implications for translation pedagogy, a fuller integration of emotional and ecological dimensions, and a more cohesive treatment of educational technology. Persistent concerns about implementation in assessment-driven and resource-constrained contexts highlight the need for models of teacher training and assessment instruments capable of capturing embodied learning outcomes. Overall, the volume constitutes a timely and productive foundation for reconceptualizing pedagogy through the lens of embodied cognition.</p>