Playing a new game—An argument for a teacher‐focused field around games and play in language education
Bibliographic Data
| ID | 8937883 |
|---|---|
| Authors | James York (0000-0003-1667-7107, Division of Liberal Arts, Natural, Social and Health Sciences Tokyo Denki University Tokyo Japan, corresponding author), Frederick Poole (0000-0001-6205-7377, Center for Language Teaching Advancement Michigan State University East Lansing Michigan USA), Jonathan deHaan (0000-0002-4775-4112, Faculty of International Relations University of Shizuoka Shizuoka Japan) |
| Year | 2021 |
| Volume | 54 |
| Issue | 4 |
| Pages | 1164-1188 |
| Publication date | 2021-11-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12585 |
| OpenAlex | W3213093038 |
| Language | EN |
| Citations received | 3 |
| References cited | 72 |
In this paper, we argue that current research on games in language education, predominantly framed as “digital game‐based language learning” (DGBLL), is lacking details regarding the role of teachers, or more precisely, the verbalization of the pedagogical underpinnings, scaffolds, and techniques teachers use to successfully integrate games and play in their teaching contexts. Thus, we propose a new direction of research that emphasizes the importance of teachers in game‐based language learning and argue for the necessity of an inclusive field of inquiry that is open to the diverse instantiations of games and play which exist outside the current scope of DGBLL. This new field places teachers and a deeper consideration of the connections between play and learning at the center of an approach to studying the intersection and implementation of games and language teaching. We present three “ludic language pedagogy” (LLP) studies which demonstrate what teaching with and around games looks like. Finally, we propose numerous avenues of further inquiry for teachers and researchers to advance the field of LLP
Argument (complex analysis · Field (mathematics · Game studies · Intersection (aeronautics · Language acquisition · Mathematics education · Pedagogy · Scope (computer science · Artificial Intelligence · Computer Science · Digital Games and Media · Educational Games and Gamification · EFL/ESL Teaching and Learning · Engineering · Psychology
Principles and practice in second language acquisition
A Framework for Task-Based Learning (Longman Handbooks for Language Teachers)
The Ecology of Human Development
Play Matters
Visible Learning for Teachers
Alternative Approaches to Second Language Acquisition
Sociocultural Theory and the Pedagogical Imperative in L2 Education
Digital game-based learning
From Communicative Competence to Symbolic Competence
Serious Games, Debriefing, and Simulation/Gaming as a Discipline
Digital game-based vocabulary learning
Gaming as extramural English L2 learning and L2 proficiency among young learners
A scoping review of research on digital game-based language learning
The Impact of Individual Teachers on Student Achievement
An overview of serious games for disaster risk management – Prospects and limitations for informing actions to arrest increasing risk
From game design elements to gamefulness
Video Games and Learning
Experience and education
Games In Language Teaching
Foreign language practice in simulation video games
Exploring the pedagogical affordances of a collaborative board game in a dual language immersion classroom
ReCall special issue
Playful Identities, or the Ludification of Culture
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |