View Content #20366

(adapted from Sykes and Reinhardt, 2014, Digital Games Manual and Reinhardt and Sykes, 2011). For a full copy of the associated manual and white paper see: https://games2teach.uoregon.edu/publications/

In an attempt to provide tools to incorporate commercial games in language classrooms, Reinhardt and Sykes (2011) propose a literacy-based approach to digital games. In doing so, they focus on two key questions:

• How can instructors design learning activities that focus on structure in the service of meaning?
• How can instructors design activities that focus on content without ignoring focus on the structure needed to achieve meaning? 


One approach is incorporating a variety of associated games discourses, to include:  

Reinhardt and Sykes (2011) propose activity ideas related to each of these areas and frame these activities using the model in Figure 1. This week’s Activity of the Week exemplifies one way this model can be applied. Additional samples are included below:

Traditional language activities based on the embedded discourses of the game

• Identify and use  the following vocabulary from level 1. 

• Create a semantic map of vocabulary from level 1 


Interaction activities based on emergent discourses 


• Play level 1 with a partner. Use only the target language. Note new words and phrases that you say or want to say. Note what you have questions about.

Narrative activities requiring integration of designed (embedded) and personal (emergent) narratives.

• What did you do in level 1? Describe it as a first person account (or news story, etc.)

Expansion activities as attendant discourses

• Describe your character in the game. 

• Write an imaginary conversation between two characters in the game. 

• Critique the game 

• Write a guide to the game 


Reference

Reinhardt, J. & Sykes, J. (2011). Framework for Game‐enhanced Materials Development. Tucson, AZ: Center for Educational Resources in Culture, Language and Literacy.