Language and literacy teaching with games: the “who” and transformative actions

Author:

deHaan Jonathan1

Affiliation:

1. University of Shizuoka

Abstract

Understand students, then teach deliberately. Nothing new, just truth. #vaporwaveLLP #LLP_haiku

Publisher

Ludic Language Pedagogy

Reference9 articles.

1. Buckingham, D. (2013). Media education: Literacy, learning and contemporary culture. John Wiley & Sons.

2. Cope, B., & Kalantzis, M. (Eds). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.

3. deHaan, J. (2019). Teaching language and literacy with games: What? How? Why? Ludic Language Pedagogy (1), 1-57.

4. deHaan, J. (2020). “Game Terakoya class 1” walkthrough: Directing students’ post-game discussions, academic work and participatory work through goals, curriculum, materials and interactions. Ludic Language Pedagogy (2), 41-69.

5. Ishikawa, Y. (2020). Contributing to local society through a charity event: What and how I learned inside (and outside) a games + multiliteracies seminar. Undergraduate thesis, University of Shizuoka.

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1. Designing Game-Centred Curricula: A Critical Inquiry;Ludic Language Pedagogy;2024-02-01

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