Jones, D. M. (2020). Games in the language learning classroom: Is the juice worth the squeeze?

 

Metadata

  • Author: D. M. Jones
  • Reviewed by: Jonathan deHaan, Casey Nedry
  • Volume and page numbers: 2 (p. 1 – 36)
  • Date of publication: 2020/02/05
  • Keywords: GBLT Heuristics, Pedagogy, Practice, Materials, Professional development
  • Cite: Jones, D. M. (2020). Games in the language learning classroom: Is the juice worth the squeeze? Ludic Language Pedagogy (2), 1-36.

Download

📥 Download the PDF

Abstract

This paper introduces a playful framing device, owning and operating a juice stand, to explore the costs and benefits of using games in language learning classrooms. Throughout, the needs of new and experienced game-based language teachers are addressed directly and reflective prompts from the field of business and economics are used to encourage game-based language teaching (GBLT) practice reflection. The paper begins by introducing a heuristic model to help you, language teachers, to carefully consider whether games are really worth implementing in your practice. To explore this question, this paper looks at game use costs and benefits, classroom implementation, teaching practice, personal/professional satisfaction, and professional development. In the penultimate section, the model’s treatment of GBLT costs and benefits is summarized and two bulleted-checklists are provided to help you quickly evaluate and/or assess your GBLT practice. The final section acknowledges caveats and limitations related to the framing device used in this paper. The appendix provides a list of helpful GBLT resources for both new and experienced GBLT teachers under the heading ‘GBLT Ingredients.’ These items can be perused and used as desired. General categories and short summaries of resources have been provided to make the list more useful as a general GBLT practice reference tool.

References

Aldrich, C. (2009). The complete guide to simulations and serious games: How the most valuable content will be created in the age beyond Gutenberg to Google. John Wiley & Sons.

Alessi, S. M., & Trollip, S. R. (2000). Multimedia for learning: Methods and development. Allyn & Bacon, Inc.

Blume, C. (2019). Playing by their rules: Why issues of capital (should) influence digital game-based language learning in schools. CALICO Journal, 36(1), 19-38.

Chee, Y.S., Mehorta, S. & Ong, J.C. (2014). Facilitating dialog in the game-based learning classroom: Teacher challenges reconstructing professional identity. Journal of Digital Culture & Education, (6)4, 298-316.

Chik, A. (2011). Learner autonomy development through digital gameplay. Digital culture & education, 3(1), 30-45.

Coleman, D. W. (2002). On foot in SIMCITY: Using SIMCOPTER as the basis for an ESL writing assignment. Simulation & Gaming, 33(2), 217-230.

Cope, B., & Kalantzis, M. (Eds). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.

Cornillie, F., Thorne, S.L., & Desmet, P. (2012). ReCALL special issue: Digital games for language learning: challenges and opportunities. ReCALL, 24, 243-256.

Crookall, D. (2010). Serious games, debriefing, and simulation/gaming as a discipline. Simulation & gaming, 41(6), 898-920.

Cuban, L. (2009). Oversold and underused. Harvard University Press.

deHaan, J. (2005a). Language learning through video games: A theoretical framework, an analysis of game genres and questions for future research. In S. Schaffer & M. Price (Eds.), Interactive Convergence: Critical Issues in Multimedia (vol. 10), Chapter 14 (pp. 229-239). Interdisciplinary Press.

deHaan, J. (2005b). Acquisition of Japanese as a foreign language through a baseball video game. Foreign Language Annals, 38(2), 278-282.

deHaan, J. (Ed.) (2013). Video Games and Second Language Acquisition: 6 Case Studies. Common Ground Press: Chicago, USA.

deHaan, J., Reed, W.M., Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning and Technology, 14(2), 74-94.

Dewey, J. (2007). Experience and education. Simon and Schuster.

Dupuy, B. (2011). CLIL: Achieving its goals through a multiliteracies framework. Latin American Journal of Content & Language Integrated Learning, 4(2), 21-32. doi:10.5294/laclil.2011.4.2.3.

Egenfeldt-Nielsen, S. (2005). Beyond edutainment: Exploring the educational potential of computer games. Lulu.com.

Ensslin, A. (2011). The language of gaming. Macmillan International Higher Education.

Filsecker, M., & Bündgens-Kosten, J. (2012). Behaviorism, Constructivism, and Communities of Practice: How pedagogic theories help us understand game-based language learning. In H. Reinders (Ed.) Digital Games in Language Learning and Teaching (pp. 50-69). New York: Palgrave Macmillan.

Freire, P. (1985). Reading the world and reading the word: An interview with Paulo Freire. Language arts, 62(1), 15-21.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.

Gee, J.P. (2008). Learning and games. In K. Salen (Ed.) The Ecology of Games: Connecting Youth, Games, and Learning (pp. 21-40). Cambridge, MA: The MIT Press.

Gee, J.P. (2012). Foreword. In H. Reinders (Ed.), Digital Games in Language Learning and Teaching (pp. xii-xiv). New York: Palgrave Macmillan

Gee, J., & Hayes, E. (2012). Nurturing Affinity Spaces and Game-Based Learning. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, Learning, and Society: Learning and Meaning in the Digital Age (pp. 129-153). Cambridge: Cambridge University Press.

Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Hodder Arnold.

Hubbard, P. (2004). Learner training for effective use of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 45–68). Mahwah, NJ: Lawrence Erlbaum Associates.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., … & Watkins, S. C. (2013). Connected learning: An agenda for research and design. BookBaby.

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.

Johnson, N. H., Lyddon, P. A., Nelson, M. E., Selman, A., & Worth, A. (2015). JALT forum: Reimagining contemporary EFL curricula. In P. Clements, A. Krause, & H. Brown (Eds.), JALT2014 Conference Proceedings (pp.102-118). Tokyo: JALT.

Kim, J. (2016). Bridging activities cycle: Design and defense. Issues in EFL: Sookmyung Women’s University MA TESOL Journal, 12(2), 56-60.

Kumagai, Y., López-Sánchez, A., & Wu, S. (Eds.). (2015). Multiliteracies in world language education. Routledge.

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.

Kurek, M., & Hauck, M. (2014). Closing the “digital divide” a framework for multiliteracy training. In J. Guikema (Ed.), Digital literacies in foreign and second language education (pp. 119-136). San Marcos: Calico.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Literat, I. (2014). Measuring New Media Literacies: Towards the Development of a Comprehensive Assessment Tool. Journal of Media Literacy Education, 6(1), 15-27.

Masuda, R. & deHaan, J. (2015). Language in game rules and game play: A study of emergence in Pandemic. International Journal of English Linguistics, 5(6), 1-10.

Mawer, K., & Stanley, G. (2011). Digital Play: Computer games and language aims. Delta Publishing.

Meskill, C. (1990). Where in the world of English is Carmen Sandiego?. Simulation & gaming, 21(4), 457-460.

Miller, M., & Hegelheimer, V. (2006). The SIMs meet ESL: Incorporating authentic computer simulation games into the language classroom. Interactive Technology and Smart Education, 3(4), 311-328.

Molin, G. (2017). The role of the teacher in game-based learning: A review and outlook. In M. Ma & A. Oikonomou (Eds.) Serious games and edutainment applications: Volume II (pp. 649-674). Springer International Publishing, Cham.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-93.

Niculae, V., Kumar, S., Boyd-Graber, J., & Danescu-Niculescu-Mizil, C. (2015). Linguistic harbingers of betrayal: A case study on an online strategy game. arXiv preprint arXiv:1506.04744.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.

Paesani, K. A., Allen, H. W., Dupuy, B., Liskin-Gasparro, J. E., & Lacorte, M. E. (2015). A Multiliteracies Framework for Collegiate Foreign Language Teaching. Theory and Practice in Second Language Classroom Instruction Series. Upper Saddle River, NJ: Pearson Prentice Hall.

Pennycook, A. (1994). The cultural politics of English as an international language. London, England: Longman.

Peterson, M. (2013). Computer games and language learning. Springer.

Purushotma, R., Thorne, S. L., & Wheatley, J. (2009). 10 key principles for designing video games for foreign language learning. Retrieved from: https://pdxscholar.library.pdx.edu/wll_fac/9/

Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455.

Reinders, H. (2009). Using computer games to teach writing. English Teaching Professional, 63, 6-58.

Reinhardt, J. (2017). Digital gaming in L2 teaching and learning. In Chapelle, C. A. & Sauro, S. (Eds.), The handbook of technology and second language teaching and learning (pp. 202-216). Wiley-Blackwell.

Reinhardt, J. & Sykes, J. (2011). Framework for game-enhanced materials development. Tucson, AZ: Center for Educational Resources in Culture, Language and Literacy.

Reinhardt, J. Warner, C., & Lange, K. (2014). Digital games as practices and texts: new literacies and genres in an L2 German classroom. In J. Guikema & L. Williams (Eds.), Digital Literacies in Foreign and Second Language Education (pp. 159-190). San Marcos, TX: CALICO Book Series.

Reinhardt, J. & Zander, V. (2011). Social networking in an intensive English program classroom: A language socialization perspective. CALICO Journal, 28(2), 326-344.

Rixon, S. (1985). How to use games in language teaching. Macmillan.

Ryu, D. (2013). Play to Learn, Learn to Play: Language Learning through Gaming Culture. ReCALL, 25(2), 286-301.

Salen, K., Tekinbaş, K. S., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press.

Selwyn, N. (2014). Distrusting educational technology: Critical questions for changing times. New York, NY: Routledge.

Shaffer, D. W. (2004). Pedagogical praxis: The professions as models for postindustrial education. Teachers College Record, 106(7), 1401-1421.

Shirazi, M., Ahmadi, S. D., & Mehrdad, A. G. (2016). The effect of using video games on EFL learners’ acquisition of speech acts of apology and request. Theory and Practice in Language Studies, 6(5), 1019-1026.

Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational psychology review, 24(4), 569-608.

Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment inscience inquiry learning: A report of methodology. International Journal of Science Education, 22(12), 1221–1246.

Squire, K. (2008). Open-ended video games: A model for developing learning for the interactive age. In Salen (Ed.) The ecology of games: Connecting youth, games, and learning (pp. 167-198). MIT Press.

Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Teachers College Press, New York.

SXSW EDU. [SXSW EDU]. (2018, March 7). danah boyd SXSW EDU Keynote What Hath We Wrought? [Video file]. Retrieved from https://www.youtube.com/watch?v=0I7FVyQCjNg Sykes, J. (2009). Learner requests in Spanish: Examining the potential of multiuser virtual environments for L2 pragmatic acquisition. In L. Lomika and G. Lords (Eds.) The second generation: Online collaboration and social networking in CALL (pp 199-234). CALICO Monograph.

Sykes, J. E., Reinhardt, J., Liskin-Gasparro, J. E., & Lacorte, M. (2013). Language at play: Digital games in second and foreign language teaching and learning. Pearson Higher Ed.

The Partnership for 21st Century Skills. (2016). Framework for 21st Century Learning. Available: http://www.p21.org/about-us/p21-framework.

Thomas, M. (2012). Contextualizing digital game-based language learning: Transformational paradigm shift or business as usual?. In H. Reinders (Ed.) Digital games in language learning and teaching (pp. 11-31). Palgrave Macmillan, London.

Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. The Modern Language Journal, 93, 802-821.

Thorne, S. L., Fischer, I., & Lu, X. (2012). The semiotic ecology and linguistic complexity of an online game world. ReCALL, 24(3), 279-301.

Thorne, S. L., & Reinhardt, J. (2008). Bridging activities, new media literacies, and advanced foreign language proficiency. Calico Journal, 25(3), 558-572.

Toyama, K. (2011). There are no technology shortcuts to good education. Retrieved from: http://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/

Tsai, Y. L., & Tsai, C. C. (2018). Digital game-based second-language vocabulary learning and conditions of research designs: A meta-analysis study. Computers & Education, 125, 345-357.

Warner, C. (2011). Rethinking the role of language study in internationalizing higher education. L2 Journal, 3(1).

Warner, C., Lange, K. & Richardson, D. (2016). Teaching discourse in action: Realizing multiple literacies through game-enhanced pedagogies. Presentation at L2DL/AZCALL, hybrid symposium, available: https://www.youtube.com/watch?v=0PTnx_A5L1E.

Warner, C. & Richardson, D. (2017). (2017). Beyond participation: Symbolic struggles with(in) digital social media in the L2 classroom. S. Dubreil, & S. Thorne (eds.), Engaging the World: Social Pedagogies and Language Learning, (pp. 199-226). Boston: Cengage.

Warner, C., Richardson, D., & Lange, K. (2019). Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels. Journal of Gaming & Virtual Worlds, 11(1), 9–28. https://doi.org/10.1386/jgvw.11.1.9_1

Warschauer, M. (2004). Technological change and the future of CALL. In New perspectives on CALL for second language classrooms (pp. 27-38). Routledge.

Warschauer, M., & Ware, M. (2008). Learning, change, and power: Competing discourses of technology and literacy. In J. Coiro, M., Knobel, C. Lankshear, & D. J. Leu (Eds.) Handbook of research on new literacies (pp. 215-240). New York: Lawrence Erlbaum Associates.

Vegel, A. (2018). Critical Perspective on Language Learning: TBLT and Digital Games. In S. Sasayama (Ed.), Proceedings of the TBLT in Asia 2018 Conference (pp. 113-124). Retrieved from http://www.tblsig.org/publications.

York, J., deHaan, J., & Hourdequin, P. (2019) It’s Your Turn: EFL Teaching and Learning with Tabletop Games. In H. Reinders, S. Ryan, & S. Nakamura, (Eds.), Innovation in Language Teaching and Learning: The Case of Japan (pp. 117-139). Springer International Publishing. https://doi.org/10.1007/978-3-030-12567-7

Zhou, Y. (2016). Digital vocabulary competition as motivator for learning in CFL classrooms. Journal of Technology and Chinese Language Teaching, (7)2, 1-22.