Weaving game and task into content-language integration: Proposing a game-mediated dual learning model
DOI:
https://doi.org/10.21283/2376905X.1.10.1.2646Keywords:
Game-mediated learning, Task-based language teaching, Content-language integration, Dual learningAbstract
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
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