Chapter 9 Coda: Pedagogical implications and applications for language play beyond second/foreign language learning
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LeeAnne Berger Godfrey
Abstract
Research on language play, including the chapters in this volume, increasingly points to the facilitative role of language play in the second language acquisition (SLA) process. For example, studies in this volume show that language play: (1) encourages risk taking, creativity, and openness to a different self which can disrupt and destabilize the interlanguage (IL) system (e.g., Moreno this volume; Neubauer and Riggs this volume); (2) fosters metalinguistic awareness and noticing (e.g., David this volume; Iurinok this volume); and (3) promotes attention to sociocultural contexts and thus communicative competence (e.g., LaScotte and King this volume; Liu and Tarone this volume; Moreno this volume). This chapter, however, looks beyond the SLA process and points to other potential benefits of language play in the classroom, particularly for linguistically and culturally diverse students and in light of current efforts towards creating more equitable and inclusive learning environments. By exploring the studies in this volume along with other works focused on language play and play more generally, this chapter discusses three additional potential benefits of language play: fostering belonging and building group rapport, engaging linguistic and cultural diversity, and disrupting dominant culture and routine practices. The chapter ends with a call for more play in the learning environment in general.
Abstract
Research on language play, including the chapters in this volume, increasingly points to the facilitative role of language play in the second language acquisition (SLA) process. For example, studies in this volume show that language play: (1) encourages risk taking, creativity, and openness to a different self which can disrupt and destabilize the interlanguage (IL) system (e.g., Moreno this volume; Neubauer and Riggs this volume); (2) fosters metalinguistic awareness and noticing (e.g., David this volume; Iurinok this volume); and (3) promotes attention to sociocultural contexts and thus communicative competence (e.g., LaScotte and King this volume; Liu and Tarone this volume; Moreno this volume). This chapter, however, looks beyond the SLA process and points to other potential benefits of language play in the classroom, particularly for linguistically and culturally diverse students and in light of current efforts towards creating more equitable and inclusive learning environments. By exploring the studies in this volume along with other works focused on language play and play more generally, this chapter discusses three additional potential benefits of language play: fostering belonging and building group rapport, engaging linguistic and cultural diversity, and disrupting dominant culture and routine practices. The chapter ends with a call for more play in the learning environment in general.
Chapters in this book
- Frontmatter I
- Contents V
- Chapter 1 Introduction to heteroglossia and language play in multilingual speech 1
- Chapter 2 Getting serious about language play: Language play, interlanguage variation and second language acquisition 17
- Chapter 3 Voice, stance, and role in Chinese immersion second graders’ language use 43
- Chapter 4 Escríbalo en tu own words, güey 67
- Chapter 5 Pedagogical language play in a beginning L2 Chinese classroom 91
- Chapter 6 Translanguaging and language play 117
- Chapter 7 Language play and social positioning in L2 narrative retells 137
- Chapter 8 Channeling Charlie: Suprasegmental pronunciation in a second language learner’s performance of others’ voices 161
- Chapter 9 Coda: Pedagogical implications and applications for language play beyond second/foreign language learning 191
- Subject Index 205
Chapters in this book
- Frontmatter I
- Contents V
- Chapter 1 Introduction to heteroglossia and language play in multilingual speech 1
- Chapter 2 Getting serious about language play: Language play, interlanguage variation and second language acquisition 17
- Chapter 3 Voice, stance, and role in Chinese immersion second graders’ language use 43
- Chapter 4 Escríbalo en tu own words, güey 67
- Chapter 5 Pedagogical language play in a beginning L2 Chinese classroom 91
- Chapter 6 Translanguaging and language play 117
- Chapter 7 Language play and social positioning in L2 narrative retells 137
- Chapter 8 Channeling Charlie: Suprasegmental pronunciation in a second language learner’s performance of others’ voices 161
- Chapter 9 Coda: Pedagogical implications and applications for language play beyond second/foreign language learning 191
- Subject Index 205
