This thesis examines the spectrum of learning through movement. Since when has movement been integrated into educational practice? What aspects does Illi Urs's concept of 'learning through movement' encompass, or rather, to what extent has the concept evolved, and for what reasons is it applied? Is it implemented more commonly in primary or secondary schools? Once these questions have been addressed, the focus will shift specifically to foreign language teaching. To what extent is movement used in foreign language teaching? What approaches exist, and what functions can learning through movement fulfil? In the subsequent empirical section, interviews will be conducted to determine whether primary school French teachers integrate movement into their lessons; if so, what form this takes and what their attitudes are towards learning through movement.