GAME ELEMENTS AS A TOOL FOR LEARNER-CENTERED INSTRUCTION IN PRE-A1–A1 MULTILINGUAL CLASSROOMS
Jild 5 son 25 (2026): Zamonaviy dunyoda innovatsion tadqiqotlar 30-33
Annotatsiya
The paper advances a theoretical argument that game elements in beginner-level English instruction should be understood not as motivational decoration but as structural mediators of learner-centredness. Three claims are developed. First, the standard defining features of learner-centred instruction — control over pace, choice of route, visible criteria of success and legitimate use of the learner’s prior resources — are exactly the features that a Pre-A1 learner cannot negotiate verbally, since the language in which such negotiation normally occurs is the language being learnt. Second, discrete game elements can carry these functions non-verbally, and therefore make learner-centredness operable at a level at which it is usually declared but not enacted. Third, in a multilingual classroom the rule layer of any such element must operate in the learner’s home language, which converts translanguaging from a tolerated practice into a design requirement. A mapping of seven game elements onto the corresponding learner-centred functions is proposed, together with the theoretical limits of the argument.
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