This project concerns playing and gaming in educational environments for language and communication training purposes. It adopts an ethnomethodological conversation analytic approach to examine how rules of games are mixed with rules for language and communication learning.
The employment of games in educational environments is typically based on assumptions about motivating children to participate in and keeping their attention on activities for educational purposes. The project seeks to analyze how rules are instructed, implemented and adhered to. Furthermore, it explores how orientations to the configurations of rules are decisive for whether participants are playing games, whether they are training language and communication by playing games, or whether they are “just playing around”.
Catherine E. Brouwer and Gitte Rasmussen
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