The multiliteracies paradigm redefines literacy as a multimodal process of meaning-making that goes beyond traditional reading and writing (Cope & Kalantzis, 2023). Within this framework, corporeality and the arts emerge as key tools for enriching language and literacy learning, especially in early childhood (Barton, 2020; Nutbrown, 2013). Corporeality—understood as the body as a creator of meaning—supports sensory, motor, and aesthetic experiences that foster creativity and holistic development (Nevile, 2015; Stolz, 2021). However, its application in language and literacy classrooms remains limited (Mills et al., 2023), restricting theoretical advancement and equitable dialogue between the Global North and South.

My doctoral research aims to develop a globally oriented conceptual framework on corporeality in literacy education, grounded in the perspectives of Cuban and Belgian educators and scholars. This presentation focuses on the first phase of the project, guided by the question: How is corporeality conceptualized across disciplinary and methodological traditions?

The methodology involves a scoping review in both English and Spanish (published within the past 10 years) using Google Scholar and Web of Science, with thematic analysis (Braun & Clarke, 2021). Preliminary findings reveal significant terminological differences between languages and challenges in linking “corporeality” with “meaning-making” in Spanish. This may reflect broader imbalances in global knowledge production, as relevant contributions often appear in theses or non-indexed publications from the Global South.

These findings raise important questions about terminology, cultural frameworks, and epistemological diversity, laying the groundwork for future collaborative phases with teachers and experts.