Board Games in the CLIL Classroom
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Edited by:
About this book
The present book explores how modern board gaming and language teaching can be beneficially combined to achieve optimal impact. Modern board games have a lot to offer language learners and teachers, and they should play a much more significant role in what has been labelled "Content and Language Integrated Learning" or CLIL.
Modern board games require cooperation, problem-solving, active discovery, interpretation and analysis. Most importantly, modern board games allow students to explore a hypothetical environment without the risk of language errors. The key ingredient of the present book is "game-based learning and teaching theory", or GBLTT, a theoretical framework which measures learning outcomes based on gaming and learning procedures. GBLTT is focused on balancing information and gameplay as well as putting a focus on the ability of each learner to retain language competence and to put their subject to realistic situations.
Author / Editor information
Reviews
This is a novel book and likely to be of interest across the profession of language teaching to a variety of participants. Board games can be an option to add variety and interest to the foreign language classroom provided, of course, participants in the learning process have a good idea of the principles for their effective exploitation. The book offers an interesting collection of chapters, with a good range of ideas and content, and plenty to spark good use of the technique among willing teachers.
James Milton, Emeritus Professor of Applied Linguistics, Swansea University, UK.
Topics
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Frontmatter
I -
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Contents
V -
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Introduction
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Chapter 1 CLIL-ing through board games: Evidence from class, challenges and perspectives
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Chapter 2 Using board games to practice grammar in adult foreign language classrooms: The case of “Dixit”
27 -
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Chapter 3 Once upon a time. . . in Senior High School: Implementing a story-telling board game as a teaching, learning and assessment tool
47 -
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Chapter 4 How can board games bridge the gap between content and language learning: The learners’ point of view on the Hunger Grammar Games
67 -
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Chapter 5 Using board games for alternative assessment in CLIL
99 -
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Chapter 6 The role of games in the CLIL classroom: A case study exploring motivation levels
133 -
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Chapter 7 Establishing mutual understanding in CLIL-based L2 game interactions
153 -
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Chapter 8 Using games to teach maths in EFL: The case of trainee primary school teachers in France
183 -
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Chapter 9 Unlock-ed CLIL: An alternative escape from language classroom
203 -
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Chapter 10 Using a word guessing board game to elicit peer-scaffolds in content and language settings in Germany
243 -
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Notes on contributors
263 -
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Index
267
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Manufacturer information:
Walter de Gruyter GmbH
Genthiner Straße 13
10785 Berlin
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