Inclusive Digital Games in the Transcultural Communicative Classroom

Autor/in	Blume, Carolyn
Titel	Inclusive Digital Games in the Transcultural Communicative Classroom
Quelle	In: ELT Journal, 75 (2021) 2, S.181-192 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccaa084
Schlagwörter	Inclusion; Computer Games; Game Based Learning; Classroom Techniques; Gender Issues; Sexuality; LGBTQ People; Sexual Identity; Sexual Orientation; Self Concept; Cultural Awareness; Communicative Competence (Languages); English (Second Language); Second Language Instruction; Second Language Learning + Suchen Sie Ihr Suchwort? Inklusion; Computer game; Computerspiel; Computerspiele; Klassenführung; Geschlechterfrage; Sexualität; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Selbstkonzept; Cultural identity; Kulturelle Identität; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb
Abstract	Incorporating inclusive games and game-related tasks enables learners to explore issues of gender and sexuality in the EFL classroom, while simultaneously developing competences relevant specifically to language learning. Carefully selected and didactically prepared games and gaming activities that highlight marginalised genders and sexualities can facilitate reflection of learners' own identities. In including these games, teachers contribute to a better understanding of alternative identities and cultures that are created and shaped in online and offline worlds, and where transcultural communicative competence is required to navigate these settings. This article, relying on insights drawn from analytical play, discusses how gameplaying that thematically centres queer personae can foster identity development as an essential aspect of transcultural communicative competence. It also highlights ways in which teachers can utilize games in the EFL classroom to facilitate the inclusion of language learners who are lesbian, gay, bisexual, transgender, queer/questioning, inter- or asexual (LGBTQIA*). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01