Playing to Learn: A Review of Physical Games in Second Language Acquisition

Abstract

This article focuses on the potential of competitive games involving physical movement to facilitate the acquisition of a second or foreign language and argues that such activities can promote educational development too. It first provides a critical overview of the literature on physical games in language learning. Then, it outlines our theoretical position and puts forward a flexible framework for the development of principled learning materials that are designed to make use of physical games in language lessons at all levels and for all ages. This framework is text driven, in that it treats the game as a text that provides the learners with a rich, engaging, and purposeful exposure to language in use. It is also task driven, in that it provides the learners with a physical outcome that can only be achieved through language use. This framework operates in ways designed to stimulate the multidimensional mental representation and the deep processing required for effective and durable learning. The framework is exemplified by reference to physical games we have played with language learners of different levels and ages in different cultures, and then the principles and potential benefits of these games are discussed. In our conclusion, we summarize the benefits of physical games for language learners and point out the potential benefits of physical games in all educational contexts.