Board Games in the CLIL Classroom: New Trends in Content and Language Integrated Learning (Issn, 36)

The present book explores how modern board gaming and language teaching can be beneficially combined to achieve optimal impact. Modern board games have a lot to offer language learners and teachers, and they should play a much more significant role in what has been labelled "Content and Language Integrated Learning" or CLIL. Modern board games require cooperation, problem-solving, active discovery, interpretation and analysis. Most importantly, modern board games allow students to explore a hypothetical environment without the risk of language errors. The key ingredient of the present book is "game-based learning and teaching theory", or GBLTT, a theoretical framework which measures learning outcomes based on gaming and learning procedures. GBLTT is focused on balancing information and gameplay as well as putting a focus on the ability of each learner to retain language competence and to put their subject to realistic situations. Contents 1 Introducing board games in education 2 Debunking the myths of board games 3 The benefits of board games and its impact factor in education 4 The outline of the following chapters 5 By way of epilogue References 1 Introduction 2 The CLIL method: Definition and characteristics 3 Challenges in CLIL-ing through board games 4 Benefits of board games: Classroom evidence 5 Different games and guidelines 6 Conclusion References 1 Introduction 2 Our study 3 Results 4 Discussion 5 Conclusion Appendix 1 Appendix 2 References 1 Introduction 2 Implementation of the board game 3 Conclusion References 1 Introduction 2 Board-games in CLIL classes 3 The Hunger Grammar Games 4 Methodology of the qualitative analysis 5 Data analysis and discussion 6 Conclusion References 1 Introduction 2 Content and language integrated learning (CLIL) 3 Game-based learning (GBL) in the CLIL context 4 The state of the art of language testing and assessment 5 Methodology 6 Results: The validation process of Reflective Learning Journals 7 Discussion 8 Conclusions List of abbreviations References 1 Introduction 2 The study 3 Results 4 Discussion 5 Conclusion and further directions References 1 Introduction 2 Board games and CLIL 3 Data and methodology 4 Analysis and findings 5 Discussion 6 Conclusion Appendices References 1 Introduction 2 Foreign language teaching in French primary schools 3 Action research 4 Conclusion Appendices References 1 Introduction 2 Board games: Old habit, new perspective in CLIL 3 Escape room board games and CLIL 4 Research methodology 5 Data analysis and discussion 6 Beyond escape-room board games: creating a CLIL digital escape room 7 Concluding remarks References 1 Introduction 2 Academic language for educational purposes 3 Scaffolding as a language-supportive methodology for content and language integrated settings 4 Current study 5 Results 6 Discussion and further perspectives 7 Conclusion Appendix 1 List of terms used in the game References Notes on contributors Index