Metadata
- Author: Jonathan deHaan
- Peer-reviewed: ✅
- Peer-reviewers: Yiting Han, Niall McFadyen, Fredrick Poole, James York
- Date of publication: 2020/04/15
- Keywords: Afterschool education, Creativity, Critical thinking, EFL, Elementary school children, Game rules, Keep it super simple, L1 (Japanese), Lesson plan, Remixing, Tabletop games, Transformation
- Cite: deHaan, J. (2020). Jidoukan Jenga: Teaching English through remixing games and game rules. Ludic Language Pedagogy, 2, 37-40. https://doi.org/10.55853/llp_v2Pg2
Tweet Synopsis
Let students play simple games in their L1. It’s ok!
Then:
- You, the teacher, can help them critique the game in their L2.
- You, the teacher, can help them change the game in their L2.
- You, the teacher, can help them develop themselves.
#dropthestick #dropthecarrot #bringmeaning
Key points
- 📍 What is this? This is a recollection of a short lesson with some children. I used Jenga and a dictionary.
- 📍 Why did you make it? I want to show language teachers that simple games, and playing simple games in students’ first language can be a great foundation for helping students learn new vocabulary, think critically, and exercise creativity.
- 📍 Why is it radical? I taught using a simple board game (at a time when video games are over-focused on in research). I show what the learning looks like (I include a photo). The teaching and learning didn’t occur in a laboratory setting, but in the wild (in a community center). I focused on the learning around games.
- 📍 Who is it for? Language teachers can easily implement this lesson using Jenga or any other game. Language researchers can expand on the translating and remixing potential around games.
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