ASOCOPI 2017

Title of Presentation: Games for pre-service teachers as a way to learn about

social harmony in the English class.

Abstract: Max 100 words.

This presentation will show how games are used in English classes of pre-
service teachers majoring in languages, so that learners can reduce tension in
class, have fun, learn, use social skills effectively and even be assessed.
Attendees can see how games, such as jenga, stop, spin the roulette, among
others, are so useful and might be implemented in any context benefiting the
social interaction, not only in class, but also out of it.

1. Description
Teachers know the advantages of having games in class. These ones are a
great tool to lessen tension, especially when students are learning a foreign
language (Deneire, 1995). In addition, pupils can recognize their roles, negotiate
with others and teamwork. These activities are so necessary when interacting
with others, not only in the classroom scenario, but also outside of it. “Humor
appropriately used has the potential to humanize, illustrate, defuse, encourage,
reduce anxiety and keep people thinking” (Torok, McMorris, & Lin, 2004, p.14).
On top of that, Bell (2009) assures that games are beneficial in a language
classroom because they foster an environment that has a great potential to be
rich with language use and enhancement. An example of that is when students
are somehow “pushed” to use the target language in class while doing an
activity. In this part, it is important for the teacher to give clear instructions and
rules to avoid misunderstandings in the game. It means that the teacher has to
foster a healthy environment while the game is done, so that students feel fun
and not frustrated or stressed out.
Finally, games can contribute to the construction of peace due to learners are to
make use of the apology strategy, it is part of the communicative competence.
According to Ishihara & Cohen (2010) research done in relation to apologies
shows that this speech act is carried out by the following strategies:
 Expression of apology: “I’m sorry”
 Acknowledgement of responsibility: “It’s my fault”
 Account or explanation: “I thought the work was due next week”.
 Offer of repair: “I will call the person to explain”.
 Promise or nonrenurrence: “It won’t happen again”.
Apologies work not only as expressions of contrition, but also as a way to
reduce tensions and reestablish the good atmosphere among participants when
something is wrong. The apology strategy can be used in a humorours way
since it is key when interacting with others (Bell & Pomerantz, 2016). This idea
is very closed to the motto of the event: “ELT Classroom practices and the
construction of peace and social justice”.

2. Stages of the session:

1. Presenter’s introduction.
2. Importance of using games in class.
3. Using “Stop” for recalling vocabulary.
4. “Think and write quickly” for teamwork.
5. “Spin the Roulette” to answer questions.
6. Using “Jenga” for assessment.
7. Comments and questions.
Attendedees will be playing the games by groups, so that they can negotiate
with others. The presenter will be ready with the material for all the activities.
Instructions will be very clear. After all the games, there will be a time to reflect
and discuss about the social skills implemented and how this aspect can benefit
our classes to build up peace and social harmony in our contexts.

3. References:
Bell, N. D. (2009). Learning about and through humor in the second language
classrooms. Language Teaching Research, 13, 241-258.
Bell, N., & Pomerantz, A. (2016). Humor in the classroom: A guide for language
teachers and educational researchers. NY: Routledge.
Deneire, M. (1995). Humor and foreign language teaching. Humor, 8, 285-298.
Ishihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: where
language and culture meet. Harlow, England: Pearson.
Torok, S. E., McMorris, R. F., & Lin, W.-C. (2004). Is humor an appreciated
teaching tool? Perception of professors’ teaching styles and use of humor.
College Teaching, 52 (1), 14-20.
Biodata: Clara Onatra is currently enrolled in a PhD program in Education at
Universidad de Baja California. She works as a professor at Universidad Libre
and Universidad Nacional de Colombia in the BA in languages programs. Her
research interests are ICT in Education, Self-Direction and Applied Linguistics.