Ene, mene, muh, raus bist du? Digitale Spiele als inklusive Lerngelegenheit in der Fremdsprachenlehrkraftbildung

Abstract

Incorporating digital gaming in the target language may be at odds with an inclusive approach to English language teaching, defined broadly, if these games exclude some participants due to technological features, disempowering content, or problematic actors. Despite these problems, however, digital games can equally offer opportunities for foreign language learning as well as for inclusion. This contribution describes a university-level seminar designed to foster pre-service teachers’ informed consideration of the opportunities and challenges associated with digital gaming in the English language classroom. An explanation of the theoretical principles and central elements of the learning opportunity for future English teachers is followed by a summary of the accompanying mixed-methods analysis. Subsequently, the ways in which the seminar supports the development of digital gaming literacy among the targeted pre-service teachers is discussed.