Serious Games and English as a Foreign Language in Primary School: A Policy Perspective
In this chapter, we use the example of a recent study of a game-based platform for English teaching and learning (http://www.mingoville.com) to discuss the role of game-based learning in primary school viewed from the perspective of policy. We understand English teaching and learning as an increasingly significant aspect of the ways in which nation states participate and compete in global education contexts and how they forge educated citizens. In addition to this, we argue that digital media often are conceptualised by government policies as agents of change and reform that connect strongly with the aim of educating competent English speakers for the global community. In this chapter, we shall focus mainly on data which have been produced in connection with a research project called Serious Games on a Global Market Place (2007–2011). Data have been collected at various levels of national and local government through interviews with actors involved in policymaking. We approach the issue of policy through three case studies of educational policy in Denmark, Portugal and Vietnam. These case studies are interpreted through a variety of primarily anthropological theories that understand policy as complex articulations of cultural and social ideas of the educated person [Levinson & Holland. (1996). The cultural production of the educated person: An introduction. Albany: State University of New York Press; Shore & Wright. (1997). Introduction. Policy: A new field of anthropology. In Shore & Wright (Eds.), Anthropology of policy. New York: Routledge].
KeywordsDigital Game Digital Learning Material Double View
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