Exploring the pedagogical affordances of a collaborative board game in a dual language immersion classroom
Bibliographic Data
| ID | 8936012 |
|---|---|
| Authors | Frederick Poole (0000-0001-6205-7377, Instructional Technology and Learning Sciences Utah State University Logan Utah, corresponding author), Jody Clarke‐Midura (0000-0001-5434-0324, Instructional Technology and Learning Sciences Utah State University Logan Utah), Chongning Sun (Instructional Technology and Learning Sciences Utah State University Logan Utah), Kyle Lam (0000-0001-6407-4912, Instructional Technology and Learning Sciences Utah State University Logan Utah) |
| Year | 2019 |
| Volume | 52 |
| Issue | 4 |
| Pages | 753-775 |
| Publication date | 2019-11-07 |
| 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.12425 |
| OpenAlex | W2988209122 |
| Language | EN |
| Citations received | 8 |
| References cited | 22 |
In this study, we present an educational board game designed to promote both mathematics and Chinese language learning. We use text‐mining techniques to analyze dialog by 40 students, in six groups playing a board game in a dual language immersion context. Our findings provide evidence to support past claims and arguments that play and specifically play within board games can provide a learning environment in which students can experiment with concepts and language without fear of failure. In our study, we not only found that learners were willing and excited to use their L2 skills within the context of the game but also that the board game promoted peer learning, which subsequently provided support for both math and language development
Affordance · Cognitive psychology · Context (archaeology · Dialog box · Immersion (mathematics · Mathematics education · Multimedia · Pedagogy · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Playing with word problems
Augmented‐reality‐enhanced game‐based learning in flipped English classrooms
Rolling to win
The affordances of plurilingual speaking games for recognizing, using, and developing plurilingual competences of children and pre-service teachers
Strengthening Writing Ability Among Students Learning Chinese as a Second Language Through Creative Thinking Spiral Teaching Strategy
Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in American immersion schools
Gamifying Gamification in the Sociology Classroom
Playing a new game—An argument for a teacher‐focused field around games and play in language education
Peer-Peer Dialogue as a Means of Second Language Learning
Basic Content Analysis
Balancing Content and Language in Instruction
Hierarchical Grouping to Optimize an Objective Function
Content Analysis for the Social Sciences and Humanities
Developing a Zone of Relevance
Exploring Peer Interaction Among Multilingual Youth
Content and Language Integrated Learning
Play, thought, and language
Linguistic performance of dual language immersion students
Partner‐Language Learning Trajectories in Dual‐Language Immersion
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |