Hitomi Masuhara

Playing to Learn: A Review of Physical Games in Second Language Acquisition

This article focuses on the potential of competitive games involving physical movement to facilitate the acquisition of a second or foreign language and argues that such activities can promote educational development too. It first provides a critical overview of the literature on physical games in language learning. Then, it outlines our theoretical position and puts forward a flexible framework for the development of principled learning materials that are designed to make use of physical games in language lessons at all levels and for all ages. This framework is text driven, in that it treats the game as a text that provides the learners with a rich, engaging, and purposeful exposure to language in use. It is also task driven, in that it provides the learners with a physical outcome that can only be achieved through language use. This framework operates in ways designed to stimulate the multidimensional mental representation and the deep processing required for effective and durable learning. The framework is exemplified by reference to physical games we have played with language learners of different levels and ages in different cultures, and then the principles and potential benefits of these games are discussed. In our conclusion, we summarize the benefits of physical games for language learners and point out the potential benefits of physical games in all educational contexts.

Using simulations on materials development courses

In this article, the authors describe the advantages they have discovered of simulations over real-life tasks on materials development courses they have run together in different parts of the world. They outline the principles, objectives, and procedures of the types of simulations they have used and describe examples of simulations to illustrate their points. In particular, they stress the value of simulations in providing a rich but economical experience that the participants are helped to respond to through a simplification of the reference system. This provides focus and direction but challenges the participants to discover and develop ideas and solutions for themselves. In this way, simulations are able to aid the development of both theoretical understanding and practical skills and to contribute to the development of self-confidence and self-esteem.