Weaving game and task into content-language integration: Proposing a game-mediated dual learning model





Game-mediated learning, Task-based language teaching, Content-language integration, Dual learning


Content-based instruction, task-based language teaching, and game-mediated learning are three pedagogical approaches that are perceived as effective in second and foreign language education. These approaches share common ground in a sociocultural and functional view of language learning and popularity as engaging classroom strategies in elementary, middle, and high school (K-12) contexts. However, challenges may exist in ensuring content and language dual learning goals, designing language learning tasks, or implementing game-mediated activities. Therefore, this study seeks to describe the conceptual and methodological alignment among these approaches by reviewing recent research. Moreover, a game-mediated dual learning model is proposed to pinpoint a series of design components for language educators to consider when they integrate the aforementioned three approaches

Author Biography

Yuchan (Blanche) Gao, Arizona State University

Yuchan (Blanche) Gao earned her Ph.D. in Learning, Literacies, and Technologies from the Mary Lou Fulton Teachers College at Arizona State University. Her interdisciplinary work lies at the intersection of second language acquisition and pedagogies, learning technologies (with a focus on digital games), and instructional design. She received her BA degree in Linguistics from Southern Illinois University and her MEd degree in Curriculum and Instruction and TESOL Certificate from the University of Virginia. She has worked as a secondary school ESOL instructor and curriculum director, as well as a university instructor, in the United States and China.



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Included studies for literature review:

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How to Cite

Gao, Y. (Blanche). (2023). Weaving game and task into content-language integration: Proposing a game-mediated dual learning model . EuroAmerican Journal of Applied Linguistics and Languages, 10(1), 1–20. https://doi.org/10.21283/2376905X.



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