Teaching EFL/ESL Through Cooking

Updated on July 19th, 2024

Introduction

Teaching English as a Foreign Language (EFL) and English as a Second Language (ESL) presents unique challenges and opportunities. Educators constantly seek innovative methods to engage students and enhance their language acquisition. Among the myriad of teaching strategies, integrating cooking classes into the EFL/ESL curriculum has emerged as a creative and effective approach. This method leverages the universal appeal of food and cooking to create an immersive, hands-on learning experience that can significantly boost language skills.

Innovative teaching methods are essential in the field of EFL/ESL to address the diverse needs of learners. Traditional classroom settings, which often rely heavily on textbooks and rote memorization, can sometimes fail to engage students fully. In contrast, experiential learning methods, which involve active participation and real-life contexts, have been shown to enhance language retention and motivation. Incorporating non-traditional activities such as cooking into language lessons provides a dynamic alternative to conventional instruction, making learning more relatable and enjoyable for students.

Cooking classes offer several benefits that align well with EFL/ESL education goals. Firstly, they provide a rich context for language use, encompassing a variety of vocabulary and grammatical structures in a practical setting. Students can learn and practice imperative verbs while following recipes, enhance their descriptive skills by discussing ingredients and cooking techniques, and improve their listening and speaking abilities through collaborative tasks. Additionally, cooking classes promote cultural awareness by exposing students to international cuisines and culinary traditions, fostering an appreciation for diversity.

Moreover, cooking is an inherently social activity, which can help break down barriers and build a sense of community among learners. It encourages teamwork and communication, essential skills in language learning. The multisensory experience of cooking—seeing, smelling, touching, tasting—engages students more deeply than traditional classroom activities, leading to better retention of language concepts. In essence, cooking classes not only teach language but also life skills, making them a holistic educational tool.

In the following sections, we will explore the rationale behind using cooking classes for EFL/ESL teaching, how to set up and organize these classes, the specific language skills they help develop, their role in enhancing cultural awareness, and effective assessment strategies. This comprehensive guide aims to equip educators with the knowledge and inspiration to integrate cooking into their language teaching repertoire, offering a fresh and impactful way to engage students.

The Rationale Behind Using Cooking Classes for EFL/ESL

Importance of Experiential Learning in Language Acquisition

Experiential learning, a pedagogical approach where students gain knowledge through direct experience, is crucial in language acquisition. This method contrasts with traditional rote memorization by placing learners in real-world contexts where they actively engage with the language. In the context of EFL/ESL, experiential learning helps bridge the gap between theoretical knowledge and practical usage, making the learning process more meaningful and memorable. John Dewey, a prominent educational theorist, emphasized the importance of learning through experience, arguing that education should be rooted in the interests and experiences of the students (Dewey, 1938).

Cooking classes exemplify experiential learning by immersing students in activities that require the use of English in a natural and functional context. This immersion helps students internalize language concepts as they encounter and use them in practical situations. For instance, when following a recipe, students must comprehend and execute instructions, which reinforces their understanding and retention of language structures and vocabulary.

Benefits of Hands-on Activities in Language Learning

Hands-on activities like cooking are highly beneficial for language learning as they engage multiple senses and promote active participation. This engagement can lead to deeper cognitive processing and better retention of information. According to research, students who participate in hands-on learning activities exhibit greater engagement, motivation, and understanding compared to those in traditional lecture-based settings (Prince, 2004).

Cooking requires students to perform various tasks such as measuring ingredients, mixing, chopping, and cooking, all of which involve following instructions and interacting with peers. These tasks necessitate the use of language in a practical manner, providing immediate feedback and reinforcement. For example, students might need to ask for clarification or help, which fosters spontaneous use of the target language. This real-time practice is invaluable for developing fluency and confidence.

Moreover, hands-on activities cater to different learning styles. Visual learners benefit from seeing the ingredients and steps, auditory learners from listening to instructions, and kinesthetic learners from physically engaging in the cooking process. This multisensory approach ensures that all students, regardless of their preferred learning style, can benefit from the activity.

Integration of Multiple Language Skills (Speaking, Listening, Reading, Writing)

Cooking classes naturally integrate the four fundamental language skills: speaking, listening, reading, and writing. This holistic approach ensures that students develop a well-rounded proficiency in English.

Speaking and Listening: During cooking classes, students must listen to instructions, ask questions, and engage in discussions with their peers and the instructor. This interaction promotes the development of listening and speaking skills. For example, students may listen to a demonstration and then discuss the process in pairs or groups, using the language in a meaningful context. This practice helps improve pronunciation, vocabulary usage, and conversational skills.

Reading: Reading skills are enhanced through the use of recipes and instructional texts. Students must read and comprehend the steps involved in preparing a dish, which can include understanding cooking terms, measurements, and sequences. This activity helps students practice skimming and scanning for information, as well as interpreting and following written instructions.

Writing: Writing skills can be incorporated by having students write their own recipes, reflect on the cooking process, or create shopping lists. These tasks require students to organize their thoughts and use appropriate language structures. For instance, writing a recipe involves using imperatives and sequencing words (first, next, then, finally), which reinforces their understanding of these grammatical elements.

By integrating these skills, cooking classes provide a comprehensive language-learning experience. Students are not only exposed to new vocabulary and grammar in a contextualized manner but also have ample opportunities to practice and reinforce their language skills across different modalities. This multifaceted approach aligns with the principles of communicative language teaching, which emphasizes the importance of using language in real-life situations to enhance proficiency (Richards & Rodgers, 2014).

The rationale for using cooking classes in EFL/ESL teaching is grounded in the principles of experiential learning and the benefits of hands-on activities. These classes engage students in practical, meaningful language use, integrate multiple language skills, and cater to diverse learning styles. By providing a rich, interactive environment, cooking classes can significantly enhance the language learning experience, making it both enjoyable and effective.

Setting Up a Cooking Class for Language Learning

Selecting Appropriate Recipes (Considering Cultural Diversity and Language Level)

Selecting the right recipes is crucial for the success of a cooking class designed for language learning. The chosen recipes should align with the students’ language proficiency levels and be culturally diverse to enhance engagement and cultural awareness.

Language Level Considerations: For beginners, simple recipes with straightforward instructions and a limited number of ingredients are ideal. These recipes should use basic vocabulary and clear, concise steps. Examples include making sandwiches, salads, or simple desserts. As students’ proficiency increases, more complex recipes can be introduced, incorporating a wider range of cooking techniques and vocabulary. For intermediate and advanced learners, recipes like lasagna, stir-fry, or traditional holiday dishes can provide a rich context for learning more sophisticated language structures and culinary terms.

Cultural Diversity: Incorporating recipes from various cultures not only enriches the learning experience but also fosters cultural understanding and appreciation. When selecting recipes, consider the cultural backgrounds of the students to ensure inclusivity and relevance. Including dishes from students’ home countries can make the experience more personal and engaging. Additionally, exploring international cuisines exposes students to different culinary traditions and vocabulary, broadening their cultural horizons. For instance, making sushi can introduce Japanese culinary terms and cultural practices, while preparing tacos can offer insights into Mexican cuisine.

Organizing the Classroom and Necessary Materials

Effective organization of the classroom and materials is essential for a smooth and productive cooking class.

Classroom Layout: Arrange the classroom to accommodate cooking activities comfortably. Ensure there is enough space for all students to participate actively without feeling cramped. Tables should be set up for group work, with sufficient space for ingredients, utensils, and cooking equipment. A central demonstration area where the instructor can show techniques and explain processes is also beneficial.

Materials and Equipment: Prepare a comprehensive list of materials and equipment needed for each recipe. This includes basic kitchen tools (knives, cutting boards, mixing bowls, measuring cups), cooking appliances (stove, oven, blender), and safety items (oven mitts, aprons). Ensure that all necessary ingredients are available and measured beforehand to save time and maintain focus on language learning during the class. It is also helpful to have visual aids such as picture cards or labeled diagrams of utensils and ingredients to support vocabulary acquisition.

Safety and Hygiene Considerations

Ensuring safety and hygiene is paramount in a cooking class, especially when working with students who may not be familiar with kitchen protocols.

Safety: Begin each class with a safety briefing, covering essential topics such as proper knife handling, safe use of appliances, and first aid procedures for common kitchen accidents. Demonstrate and practice these safety measures to ensure students understand and can apply them. Encourage students to report any unsafe conditions or injuries immediately.

Hygiene: Hygiene is critical to prevent foodborne illnesses. Instruct students on the importance of washing hands thoroughly before and after handling food, using clean utensils and equipment, and keeping work surfaces sanitized. Provide handwashing stations or sanitizers and ensure students follow these practices consistently. Emphasize the importance of separating raw and cooked foods to avoid cross-contamination and ensure that perishable items are stored correctly.

Structuring the Class (Pre-cooking Discussion, Cooking Phase, Post-cooking Reflection)

A well-structured class ensures that all learning objectives are met and that students remain engaged throughout the session.

Pre-cooking Discussion: Start the class with a discussion to introduce the recipe and relevant vocabulary. This can include a brief history or cultural significance of the dish, an overview of the ingredients and their nutritional benefits, and an explanation of the cooking techniques involved. Use this time to elicit prior knowledge from students, ask questions to stimulate interest, and introduce key vocabulary and phrases. This discussion sets the context and prepares students for the practical phase.

Cooking Phase: During the cooking phase, guide students through the recipe step-by-step. Encourage them to read instructions aloud, ask questions, and discuss their progress with peers. Monitor their use of language, providing corrective feedback and additional vocabulary as needed. Facilitate group work to promote collaboration and communication, ensuring that each student has an active role in the cooking process. This phase should be dynamic and interactive, with the instructor circulating to provide support and feedback.

Post-cooking Reflection: After the cooking is completed, hold a reflection session. This can involve tasting the food, discussing the cooking experience, and reflecting on what was learned. Encourage students to share their thoughts on the process, the difficulties they encountered, and the language they practiced. This reflection can be structured as a group discussion, written reflection, or even a presentation. Use this time to reinforce new vocabulary and grammatical structures, and to connect the experience to broader language learning goals.

Setting up a cooking class for language learning involves careful selection of recipes, thoughtful organization of the classroom and materials, strict adherence to safety and hygiene practices, and a well-structured class format. By paying attention to these details, educators can create an engaging, effective, and safe learning environment that leverages the power of cooking to enhance language acquisition.

Language Skills Development Through Cooking

Vocabulary Acquisition (Ingredients, Cooking Terms, Equipment)

Cooking classes provide a rich context for vocabulary acquisition, encompassing ingredients, cooking terms, and kitchen equipment. Learning vocabulary in a practical, hands-on environment helps students understand and retain new words more effectively.

Ingredients: Introducing students to various ingredients expands their vocabulary and deepens their understanding of food-related language. Teachers can start with basic items like vegetables, fruits, and spices, gradually moving to more complex or less common ingredients. Visual aids such as flashcards or real ingredients can enhance this learning process. For instance, displaying and discussing different types of vegetables—such as carrots, bell peppers, and zucchini—helps students associate words with their physical counterparts. Additionally, students learn descriptive adjectives by describing the appearance, taste, and texture of ingredients.

Cooking Terms: Cooking involves a unique set of verbs and phrases that are integral to the culinary process. Terms like “chop,” “stir,” “whisk,” and “bake” become part of the students’ active vocabulary as they practice these actions. Demonstrating these actions while explaining the terms reinforces understanding and usage. Furthermore, students can learn advanced cooking terms as they progress, such as “sauté,” “simmer,” and “julienne,” enriching their language proficiency.

Equipment: Familiarizing students with kitchen equipment is another crucial aspect of vocabulary acquisition. Items like “mixing bowls,” “measuring cups,” “knife,” and “blenders” are essential for following recipes and performing cooking tasks. Using real equipment in class, or images if real items are not available, helps students recognize and remember these terms. Understanding the purpose and proper use of each tool also adds to their functional vocabulary.

Grammar in Context (Imperatives, Sequencing, Instructions)

Cooking classes offer a practical and engaging way to teach grammar in context, particularly focusing on imperatives, sequencing, and instructional language.

Imperatives: Recipes are replete with imperative verbs, providing a natural context for students to learn and practice commands. Instructions like “chop the onions,” “boil the water,” and “preheat the oven” are examples of imperatives used in everyday language. Teaching these commands within the cooking process helps students understand their usage and importance. For instance, students can practice giving and following instructions in pairs, reinforcing the imperative form in a meaningful context.

Sequencing: Understanding and using sequencing words is vital in both cooking and language learning. Words such as “first,” “next,” “then,” and “finally” help students organize their thoughts and actions logically. Cooking classes naturally involve sequences, making them an ideal setting to practice these terms. Teachers can guide students through a recipe, emphasizing the sequence of steps and encouraging them to use sequencing words when describing the process.

Instructions: Writing and understanding instructions is a critical language skill. In cooking classes, students encounter instructional language regularly. They learn to interpret and follow written instructions in recipes and to give oral instructions during group activities. This practice helps students develop clarity and precision in their language use. Activities like writing their own recipes or procedural texts can further enhance their ability to use instructional language effectively.

Speaking and Listening Skills (Following Instructions, Discussing Recipes)

Cooking classes provide ample opportunities to develop speaking and listening skills through interactive and collaborative activities.

Following Instructions: Listening to and following instructions is a fundamental skill in both cooking and language learning. Teachers can give verbal instructions for various cooking tasks, requiring students to listen carefully and act accordingly. This practice enhances their listening comprehension and ability to follow multi-step directions. Group cooking activities where students instruct each other also promote active listening and clear communication.

Discussing Recipes: Discussing recipes and cooking experiences encourages spontaneous speech and conversational practice. Students can work in pairs or small groups to discuss their favorite recipes, describe the cooking process, or share cooking tips. These discussions help students practice vocabulary and grammatical structures in a natural context. Role-playing activities, such as simulating a cooking show or restaurant setting, can further develop their speaking skills and confidence.

Reading and Writing Skills (Reading Recipes, Writing Reflections, Creating Recipe Books)

Cooking classes integrate reading and writing activities that enhance literacy skills in an engaging and practical way.

Reading Recipes: Reading recipes is a key activity that develops students’ reading comprehension skills. Recipes require careful attention to detail, as students must interpret and follow written instructions accurately. Teachers can choose recipes that match students’ reading levels, gradually increasing complexity as their skills improve. This practice helps students become proficient at scanning for information, understanding procedural texts, and expanding their food-related vocabulary.

Writing Reflections: Reflective writing is an excellent way for students to consolidate their learning and practice writing skills. After cooking activities, students can write reflections on their experiences, describing what they did, what they learned, and any challenges they faced. This activity encourages critical thinking and the use of descriptive language. Teachers can guide students in structuring their reflections, focusing on coherence and clarity.

Creating Recipe Books: Creating a class recipe book is a collaborative project that integrates reading and writing skills. Students can contribute their own recipes, complete with step-by-step instructions and illustrations. This project allows students to practice writing procedural texts, use sequencing words, and apply vocabulary and grammar in a meaningful context. The final product can be shared with the class or even with a broader audience, providing a sense of accomplishment and pride in their work.

Cooking classes offer a multifaceted approach to language skills development. They provide a rich context for vocabulary acquisition, practical application of grammar, and opportunities to enhance speaking, listening, reading, and writing skills. By engaging students in hands-on, interactive activities, cooking classes make language learning enjoyable, relevant, and effective.

Enhancing Cultural Awareness Through Cooking

Exploring International Cuisines

Cooking classes provide a unique opportunity to explore international cuisines, which can significantly enhance cultural awareness among EFL/ESL students. By preparing and tasting dishes from various countries, students gain insights into different cultural practices and traditions. This experiential approach to learning helps students appreciate the diversity and richness of global culinary heritage.

Learning Through Taste: Introducing students to a variety of international cuisines broadens their culinary horizons and fosters a deeper understanding of other cultures. For instance, preparing Italian pasta, Japanese sushi, or Mexican tacos allows students to experience firsthand the ingredients, flavors, and cooking techniques characteristic of these cuisines. Teachers can highlight the origins of these dishes, their historical significance, and their role in the respective cultures. This contextual learning makes the language more relatable and memorable, as students associate words and phrases with specific cultural experiences.

Interactive Discussions: Encouraging students to share their experiences with international cuisines can spark engaging discussions and promote cultural exchange. Students from diverse backgrounds can present their favorite traditional dishes, explain their significance, and demonstrate how to prepare them. These activities not only enhance language skills but also build a sense of community and mutual respect among students.

Discussing Cultural Customs and Traditions Related to Food

Food is deeply intertwined with cultural customs and traditions, making it an excellent medium for cultural education in EFL/ESL classes. Discussing these aspects helps students understand the social and cultural contexts in which different cuisines are enjoyed.

Festivals and Celebrations: Many cultures have specific foods associated with festivals and celebrations. For example, discussing the Chinese New Year can include an exploration of traditional dishes like dumplings and spring rolls, which symbolize prosperity and good fortune. Similarly, studying American Thanksgiving can involve preparing a traditional turkey dinner while discussing the historical and cultural significance of the holiday. Such discussions provide students with a richer understanding of cultural practices and the role food plays in communal and family life.

Eating Etiquette and Traditions: Different cultures have varied eating etiquette and traditions, which can be fascinating for students to learn about. For instance, understanding the Japanese custom of saying “Itadakimasu” before a meal or the significance of sharing mezze in Middle Eastern cultures offers students a glimpse into the values and social norms of these societies. Teachers can create role-playing scenarios where students practice these customs, enhancing both their cultural knowledge and language skills.

Comparing and Contrasting Different Culinary Practices

Comparing and contrasting culinary practices from around the world helps students develop critical thinking skills and a deeper appreciation for cultural diversity. This activity involves examining the similarities and differences in ingredients, cooking methods, and eating habits across various cultures.

Ingredient Use: Different cultures utilize ingredients in unique ways, which can be a point of comparison for students. For example, while rice is a staple in many Asian cuisines, it is prepared and served differently across countries—sushi in Japan, biryani in India, and fried rice in China. Discussing these variations helps students understand the adaptability and creativity within culinary traditions.

Cooking Methods: Exploring different cooking methods is another way to compare culinary practices. Students can learn about the widespread use of grilling in American barbecue culture, steaming in Chinese cuisine, or the slow-cooking techniques in French cuisine. These discussions can lead to practical cooking activities where students try out these methods, reinforcing their understanding through hands-on experience.

Eating Habits: Examining eating habits provides insights into the social and cultural fabric of different societies. For instance, discussing the Mediterranean practice of enjoying leisurely meals with family and friends contrasts with the fast-paced dining culture in some Western countries. These comparisons can lead to discussions about the cultural values associated with food, such as the importance of communal eating or the emphasis on fresh, locally sourced ingredients.

Class Activities: Teachers can design activities where students research and present on different culinary traditions, create posters comparing specific aspects of food culture, or even host international food days where students bring dishes from their own or researched cultures. These activities promote active learning and cultural appreciation, making the language-learning process more engaging and relevant.

Cooking classes serve as a powerful tool for enhancing cultural awareness in EFL/ESL education. By exploring international cuisines, discussing cultural customs and traditions related to food, and comparing and contrasting different culinary practices, students gain a deeper understanding of the world around them. This cultural education not only enriches their language learning experience but also fosters a greater appreciation for diversity and global interconnectedness.

Assessing Language Learning in Cooking Classes

Formative Assessment Strategies (Observations, Checklists)

Formative assessments are crucial in cooking classes as they provide ongoing feedback that can help both teachers and students identify areas for improvement and adjust instruction accordingly. Observations and checklists are two effective formative assessment tools that can be seamlessly integrated into cooking activities.

Observations: Teachers can observe students as they engage in various cooking tasks, noting their use of language and interaction with peers. Key areas to focus on include the correct use of vocabulary (ingredients, cooking terms), the ability to follow and give instructions, and the effectiveness of communication in group settings. For example, while students are preparing a dish, the teacher can circulate the room, listening to their conversations, and noting their language use. Immediate feedback can be provided to correct errors and reinforce correct usage.

Checklists: Checklists provide a structured way to assess students’ progress and ensure that all key language and cooking skills are being monitored. Teachers can create checklists that include specific language objectives, such as the use of imperatives, sequencing words, and vocabulary related to the recipe. These checklists can be used during class to track each student’s performance systematically. For example, a checklist might include items like “correctly uses cooking verbs,” “follows multi-step instructions,” and “actively participates in discussions.” This tool helps in identifying specific strengths and areas for improvement, facilitating targeted feedback.

Summative Assessments (Presentations, Written Reflections)

Summative assessments evaluate students’ learning at the end of an instructional unit by comparing it against some standard or benchmark. In cooking classes, presentations and written reflections are effective summative assessment methods.

Presentations: Oral presentations allow students to demonstrate their language skills and cooking knowledge. After completing a cooking project, students can present their dish to the class, explaining the recipe, the steps they followed, and any challenges they faced. This activity assesses their ability to use appropriate vocabulary, sequencing, and descriptive language. It also provides an opportunity to practice public speaking and improve confidence. Teachers can use rubrics to evaluate these presentations, focusing on criteria such as clarity, fluency, pronunciation, and the correct use of language structures.

Written Reflections: Written reflections provide insights into students’ learning experiences and allow them to articulate their thoughts and learning outcomes. After a cooking session, students can write about their experiences, describing what they did, what they learned, and how they felt about the process. This reflection can include vocabulary and grammar used during the activity, personal reactions, and suggestions for improvement. Teachers can assess these reflections based on content, coherence, language use, and the ability to express thoughts clearly and accurately. This method not only evaluates writing skills but also encourages self-assessment and critical thinking.

Peer and Self-Assessment Techniques

Peer and self-assessment techniques empower students to take an active role in their learning process and develop critical evaluative skills.

Peer Assessment: Peer assessment involves students evaluating each other’s performance, which promotes collaborative learning and critical feedback. During cooking activities, students can work in pairs or small groups to assess each other’s use of language and cooking skills. For example, after a cooking task, students can give feedback on their partner’s ability to follow instructions, use correct vocabulary, and contribute to group discussions. This feedback can be structured through guided questions or peer assessment forms. Peer assessment helps students develop critical thinking, as they learn to evaluate language use objectively and provide constructive feedback.

Self-Assessment: Self-assessment encourages students to reflect on their own learning and identify areas for self-improvement. After cooking sessions, students can complete self-assessment checklists or reflective journals, evaluating their performance and progress. Questions might include: “Did I use the correct vocabulary?”, “Was I able to follow the instructions?”, “What did I find challenging?”, and “What can I improve next time?”. This practice fosters self-awareness and motivation, as students take ownership of their learning journey. Teachers can review these self-assessments to understand students’ perspectives and provide additional support where needed.

Assessing language learning in cooking classes involves a combination of formative and summative assessments, as well as peer and self-assessment techniques. Observations and checklists provide ongoing feedback during activities, while presentations and written reflections offer comprehensive evaluations at the end of units. Peer and self-assessment techniques further enhance the learning experience by fostering a reflective and collaborative classroom environment. By employing these varied assessment strategies, educators can effectively monitor and support students’ language development in a dynamic and engaging context.

Conclusion

Cooking classes offer a unique and multifaceted approach to EFL/ESL teaching, providing an engaging and effective method for language acquisition. The benefits of integrating cooking into language learning are numerous, ranging from enhanced vocabulary acquisition and practical grammar application to the development of speaking, listening, reading, and writing skills. Additionally, cooking classes foster cultural awareness and appreciation by exposing students to international cuisines and culinary traditions.

The experiential nature of cooking classes aligns perfectly with the principles of experiential learning, as articulated by educational theorists like John Dewey and David Kolb. By involving students in hands-on, real-life activities, cooking classes make language learning more relevant and memorable. The use of practical tasks, such as following recipes and preparing dishes, allows students to apply language skills in a meaningful context, thereby enhancing retention and comprehension.

Moreover, cooking classes create a dynamic and interactive learning environment that encourages collaboration and communication. Students work together, exchange ideas, and support each other, which not only improves their language skills but also builds a sense of community and teamwork. The integration of multiple language skills in cooking activities ensures a holistic approach to language education, catering to different learning styles and preferences.

Incorporating cultural elements into cooking classes further enriches the learning experience. Exploring international cuisines and discussing related customs and traditions broadens students’ cultural horizons and fosters a deeper understanding of global diversity. These activities help students appreciate the interconnectedness of language and culture, making their learning journey more comprehensive and inclusive.

Teachers are encouraged to experiment with this innovative method, as it offers a refreshing alternative to traditional classroom instruction. By embracing cooking classes, educators can create a more engaging and effective language learning environment that resonates with students’ interests and experiences. The practical skills gained through cooking, combined with the language proficiency developed, provide students with a well-rounded education that extends beyond the classroom.

The integration of cooking classes into EFL/ESL teaching presents a valuable opportunity to enhance language learning through experiential, hands-on activities. By leveraging the universal appeal of food and cooking, teachers can create a stimulating and enjoyable learning experience that promotes language development, cultural awareness, and community building. As educators seek new ways to engage and motivate their students, cooking classes offer a promising and impactful approach that deserves exploration and implementation.

References

• Dewey, J. (1938). Experience and Education. New York: Macmillan.
• Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
• Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.
• Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.