Abstract
ABSTRACT Games have long been a common activity integrated by teachers in many language learning classrooms worldwide. The change in focus from the “four skills” of speaking, listening, writing, and reading to “four modes of communication”: “reception,” “interaction,” “production,” and “mediation” in the Common European Framework Companion (2018) means that teachers need to incorporate Mediation language activities, such as translation or interpretation, that fit with this shift. This study explores the perceived affordances of playing plurilingual, speaking games for children and pre-service teachers (PSTs) in a joint university-primary school project in Spain. The project aimed to support the development of plurilingual and intercultural competence of 21 pre-service teachers and 23 children. Using a case study approach, incorporating thematic analysis, teachers’ written reflections are analyzed. Findings highlight that the games afforded the learning of languages using and awareness of languages; making children’s multiple languages “visible”; boosting enjoyment, collaboration, motivation, and risk-taking which facilitated a change in children’s social roles to “teacher.” Affordances for pre-service teachers included developing pedagogical know-how for working in a multilingual classroom and awareness of children’s linguistic repertoires. Considerations for game design and research are presented.
Published Version
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