Weaving game and task into content-language integration: Proposing a game-mediated dual learning model
DOI:
https://doi.org/10.21283/2376905X.1.10.1.2646Palabras clave:
Aprendizaje basado en juegos, Enseñanza de idiomas basada en tareas, Integración de lenguas y contenidos, Aprendizaje dualResumen
La instrucción basada en el contenido, la enseñanza de idiomas basada en tareas y el aprendizaje basado en juegos son tres enfoques pedagógicos que se perciben como efectivos en la enseñanza de segundas lenguas y lenguas extranjeras. Estos enfoques no solo comparten una visión sociocultural y funcional del aprendizaje de idiomas, sino que también gozan de popularidad como estrategias atractivas en las aulas de primaria y secundaria. Sin embargo, pueden existir desafíos para garantizar objetivos de aprendizaje dual de contenido e idioma, diseñar tareas de aprendizaje de idiomas o implementar actividades mediadas por juegos. Por lo tanto, este estudio pretende describir la alineación conceptual y metodológica entre
estos enfoques mediante la revisión de investigaciones recientes. Además, se propone un modelo de aprendizaje dual mediado por juegos para identificar una serie de componentes de diseño que los educadores de idiomas deben considerar cuando integran los tres enfoques susodichos.
Citas
References
Banegas, Darío Luis. (2012). Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges. Studies in Second Language Learning and Teaching, 2(1), 111-136.
Brinton, Donna., Snow, M. Ann., & Wesche, Marjorie. (1989). Content-based second language instruction. Newbury House.
Bygate, Martin. (2016). Sources, developments and directions of task-based language teaching. The Language Learning Journal, 44(4), 381-400.
Carless, David. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389-396. https://doi.org/10.1093/elt/56.4.389
Cenoz, Jasone. (2015). Content-based instruction and content and language integrated learning: The same or different?. Language, culture and curriculum, 28(1), 8-24.
Coyle, Dorothy., Hood, Philip., & Marsh, David. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.
Dalton-Puffer, Christiane. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins.
Ruiz de Zarobe, RuizY. (2008). CLIL and foreign language learning: A longitudinal study in the Basque Country. International Journal of CLIL Research, 1, 60–73.
Dixon, Daniel. H., Dixon, TTülay., & Jordan, Eric. (2022). Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis. Language Learning & Technology, 26(1), 1–25. http://hdl.handle.net/10125/73464
Duenas, Maria. (2004). The whats, whys, hows and whos of content-based instruction in second/foreign language education. International journal of English studies, 4(1), 73-96.
Ellis, Rod. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221–246.
Ellis, Rod. (2018). Reflections on task-based language teaching. Multilingual Matters.
Ellis, Rod., Skehan, Peter., Li, Shaofeng., Shintani, Natjsuko., & Lambert, Craig. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.
Ellis, Rod. (2020). Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners, 2(1), 4-27.
Gee, James Paul. (2003). What video games have to teach us about learning and literacy (1st ed.). Palgrave Macmillan.
Gonzalez-Lloret, Marta., & Ortega, Lourdes. (2014). Towards technology-mediated TBLT: An introduction. In Marta Gonzalez-Lloret & Lourdes Ortega (Eds.), Technology-mediated TBLT: Researching technology and tasks (pp. 1–21). John Benjamins. https://doi.org/10.1075/tblt.6.01gon
Grabe, William., & Stoller, Fredricka. (1997). Content-based instruction: Research foundations. In M. Snow & D. Brinton (Eds.), The content-based classroom. Perspectives on integrating language and content (pp. 158-174). Longman.
Klopfer, Eric. (2008). Augmented learning: Research and design of mobile educational games. MIT press.
Lantolf, James. P., & Appel, Gabriela. (Eds.). (1994). Vygotskian approaches to second language research. Greenwood Publishing Group.
Littlewood, William. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249. https://doi.org/10.1017/S0261444807004363
Long, Michael. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In Kenneth Hyltenstam & Manfred Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77–99). Multilingual Matters.
Long, Michael. H. (2016). In defense of tasks and TBLT: Non-issues and real issues. Annual Review of Applied Linguistics, 36, 5–33.
Lopes, António. (2020). Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: A methodological proposal. Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, 6, 5-22.
Mcdonough, Kim., & Chaikitmongkol, Wanpen. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), 107-132. https://doi.org/10.1002/j.1545-7249.2007.tb00042.x
Met, Myriam. (1999). Content-based instruction: Defining terms, making decisions. NFLC Reports. Washington, DC: The National Foreign Language Center.
Meyer, Oliver. (2010). Towards quality-CLIL: Successful planning and teaching strategies. Pulse, 33, 11-29.
Norris, John. M. (2009). Task-based teaching and testing. In Michael H. Long & Catherine J. Doughty (Eds.), Handbook of language teaching (pp. 578–594). Malden, MA: Wiley/Blackwell.
Ortega, Lourdes. (2015). Researching CLIL and TBLT interfaces. System, 54, 103-109. Pergamon.
Pica, Teresa. (2002). Subject‐matter content: How does it assist the interactional and linguistic needs of classroom language learners?. The Modern Language Journal, 86(1), 1-19.
Plass, Jan. L., Homer, Bruce. D., Mayer, Richard. E., & Kinzer, Charles. K. (2020). Theoretical foundations of game-based and playful learning. In Jan L. Plass, Richard E. Mayer, & Bruce D. Homer, (Eds.), Handbook of game-based learning (pp. 3-24). The MIT Press.
Prabhu, Neiman. S. (1987). Second language pedagogy (Vol. 20). Oxford University Press.
Purushotma, Ravi., Thorne, Steve. L., & Julian Wheatley, J. (2008). Ten key principles for designing video games for foreign language learning. Accessed November 14, 2014. http://lingualgames.wordpress.com/article/10-keyprinciples-for-designing-video-27mkxqba7b13d-2/.
Reinhardt Jonathon. (2019) Gameful second and foreign language teaching and learning theory, research, and practice. Springer.
Reinhardt, Jonathon., & Sykes, Julie. (2014). Special issue commentary: Digital game and play activity in L2 teaching and learning. Language Learning & Technology, 18(2), 2-8.
Scott, David. & Beadle, Shane. (2014) Improving the effectiveness of language learning: CLIL and computer assisted language learning. European Commission.
Smith, Bryan., & González-Lloret, Marta. (2021). Technology-mediated task-based language teaching: A research agenda. Language Teaching, 54(4), 518-534.
Stoller, F. L. (2008). Content-based instruction. In N. Van Deusen-Scholl, Nelleke & N. H. Hornberger, Nancy. H. (Eds.), Encyclopedia of language and education. Vol. 4: Second and foreign language education (pp. 59–70). Springer.
Sykes, Julie., & Reinhardt, Jonathon. (2012). Language at play: Digital games in second and foreign language teaching and learning. Pearson.
Wouters, Pieter., & Van Oostendorp, Herre. (2013). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412-425.
Included studies for literature review:
Azkarai, Agurtzane., & Imaz Agirre, Ainara. (2016). Negotiation of meaning strategies in child EFL mainstream and CLIL settings. Tesol Quarterly, 50(4), 844-870.
Baturay, Meltem. H., Yastibaş, Ahmet. E., Ekşi, Gonca. Y., & Çinar, Cafer. A. (2022). A game-based content and language-integrated learning practice for Environmental Awareness (ENVglish): User perceptions. In Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 510-531). IGI Global.
Butler, Yuko. G. (2015). The use of computer games as foreign language learning tasks for digital natives. System, 54, 91-102.
Butler, Yuko. G. (2018). Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research, 21(6), 735-750.
Chen, Hao-Jan Howard., & Hsu, Hsiao-Ling. (2020). The impact of a serious game on vocabulary and content learning. Computer Assisted Language Learning, 33(7), 811-832.
Chung, Liang-Yi., & Chang, Rong-Chi. (2017). The effect of gender on motivation and student achievement in digital game-based learning: A case study of a contented-based classroom. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2309-2327.
Dourda, Kyriaki., Bratitsis, Tharrenos., Griva, Eleni., & Papadopoulou, Penelope. (2014). Content and language integrated learning through an online game in primary school: a case study. Electronic Journal of e-Learning, 12(3), 243-258.
Fu, Qing-Ke., Lin, Chi-Jen., Hwang, Gwo-Jen., & Zhang, Lixin. (2019). Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education, 137, 59–77. https://doi.org/10.1016/j.compedu.2019.04.005
Hsu, Ting-Chia. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137–149.
Kao, Chian-Wen (2020). The effect of a digital game-based learning task on the acquisition of the English Article System. System, 95, 102373.
Lin, Chi-Jen., Hwang, Gwo-Jen., Fu, Qing-Ke., & Chen, Jing-Fang. (2018). A flipped contextual game-based learning approach to enhancing EFL students’ English business writing performance and reflective behaviors. Journal of Educational Technology & Society, 21(3), 117-131.
Liu, Tsung-Yu., & Chu, Yu-Ling. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
McCollum, Robb. M. (2023). Developing speaking proficiency in online courses through tabletop role-playing games. In Maria-del-Mar Suárez, Walaa M. El-Henawy (Eds.) optimizing online English language learning and teaching. English language education, vol 31. Springer, Cham. https://doi.org/10.1007/978-3-031-27825-9_12
Muntrikaeo, Kuntida., & Poonpon, Kornwipa. (2022). The effects of task-based instruction using online language games in a Flipped Learning Environment (TGF) on English Oral Communication Ability of Thai Secondary Students. English Language Teaching, 15(3), 9-21.
Pitura, Joanna., & Terlecka-Pacut, Elżbieta . (2018). Action research on the application of technology assisted urban gaming in language education in a Polish upper-secondary school. Computer Assisted Language Learning, 31(7), 734-763.
Rasti-Behbahani, Amin., & Shahbazi, Maryam. (2020). Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning, 1-25.
Reynolds, Barry. L., & Kao, Chian-Wen. (2021). The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles. Computer Assisted Language Learning, 34(4), 462-482.
Soyoof, Ali., Reynolds, Barry. L., Shadiev, Rustam., & Vazquez-Calvo, Boris. (2021). A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play. Computer Assisted Language Learning, 1-34.
Sydorenko, Tetyana., Hellermann, John., Thorne, Steve. L., & Howe, Vanessa. (2019). Mobile augmented reality and language‐related episodes. TESOL Quarterly, 53(3), 712–740. https://doi.org/10.1002/tesq.507
Teo, Timothy., Khazaie, Saeed., & Derakhshan, Ali. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 104406.
Theologou, Evaggelia., & Papadopoulos, Is. (2015). CLIL community of students: A longitudinal project for developing content-based material within a learning community in primary education. MIBES Transactions, 9(2), 71-84.
Descargas
Publicado
Cómo citar
Licencia
Derechos de autor 2023 Yuchan (Blanche) Gao
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
