LLP is a non-profit project to bring together people and conversations around how best to integrate games and play into language teaching and learning.
The mission of Ludic Language Pedagogy is to promote open, scholarly and practical conversations around purposeful and progressive uses of games and play in language teaching and learning.
We are committed, through Ludic Language Pedagogy, to:
- Promoting ideas, experiences and research that investigate the mindful intersection of games and language teaching and learning,
- Curating materials (submitted in conjunction with manuscripts) that other teachers and researchers can use in their contexts,
- Communicating with the community, not only through this journal but via SNS and regular public connections (podcast, webinars, Discord or slack channels).
We have chosen to adopt the two keywords “ludic” and “pedagogy” for the following reasons:
Play is powerful learning. Play, from the frivolity of young children in a park to the seriousness of adults in a professional training context, gives people the safety and freedom to experiment and fail. Language is also playful; we explore identities and create new meanings and ways of communicating.
For us, ludic means more than just “game.” It is inclusive of play, simulation, experimentation, and attitude.
“Game-based” learning and teaching is a progressive, exciting, and captivating field of inquiry for teachers and researchers in this, the ludic century. However, our opinion is that the term has become synonymous with only a narrow subset of research focused on the use of digital technology. With this journal, we aim to provoke thought around and a reconceptualization of the term “game-based.” As a concrete example from the literature on second and foreign language learning, “game-based” studies often refer to a narrow definition of “game” with the connotation of “digital” or “video” game as default. Therefore, game-based language learning and teaching is often considered a subcategory of computer-assisted language learning (CALL), with the prefix of digital game-based language learning (DGBLL) being the most salient term in the literature. We recognize DGBLL as an important avenue of research, but it is not the full scope of the field as we see it. It is our goal to promote studies inside and outside of this narrow definition. For example, those where teachers adopt a playful or non-digital approach to teaching. Thus, we consider the term “ludic” to be more encompassing and wider in scope than “game-based.”
noun, plural ped·a·go·gies.
the function or work of a teacher; teaching.
the art or science of teaching; education; instructional methods.
Even though games have been a part of language teaching for decades, in our opinion the research and theory around these practices have not made much progress. We are concerned with the trend of teaching and research to hype games or over-focus on shallow language practices. We want to change the conversation around these topics at Ludic Language Pedagogy. It is our aim to move the field away from techno-utopian games-as-content or games-as-magic-bullet research. We want to engage academic and teacher communities in a discussion around the topic of playful language and literacy teaching and research.
Therefore, pedagogy is of utmost importance to us. Papers accepted for review will have considered teachers’ contributions to language development. If pedagogy is not the central research topic, it should be a significant focus of the discussion section. Pedagogical topics may include, but are not limited to, curriculum or materials design, learner needs, interaction and feedback, assessment, reflection, or iterative curricular design. Pedagogical perspectives and methods that inform the design of the research should be addressed.
We practice open, not blind, peer review. Peer review happens with the editors and then 1 to 3 reviewers who work with and support submitting authors, inside of a private Google Document, to discuss and make the submission ready for publication with LLP as soon as possible. We have designed and will continue to work with this process to make submissions simple and collaborative.