Play Activities for Primary English Learners in Vietnam

This article discusses the play activities that are used in primary English classes in a city in Vietnam. Video recording the classes and interviewing the teachers show that various play activities, for example, bingo, miming, hangman, and TPR (Total Physical Response) activities were employed in these classes. Through the play activities, students practiced vocabulary, simple grammatical structures, and language skills such as listening and speaking. In addition, the students learned to follow game rules, support team members, and lead when necessary. Based on the practical values of play activities, the paper provides suggestions on how to use specific play activities in primary English classes, the language skills / areas to be targeted at with play activities, and how to manage the play activities. The Importance of Play in Learning Play in learning at the primary level. The definitions of play vary, but the emphasis always includes the fun that play brings to young learners. Play is anything done in a playful manner, as play is a “communication style” (Beresin 1993, p. 252). Play includes learning games and games promoting physical play. In this sense, learning is a precondition for and an integrated part of children's play activities (Sorensen & Meyer, 2007). Play promotes learners' active involvement and engagement, both verbally and non-verbally, with materials, peers, and the learning environment (Shipley, 2008). The British Council (2007) pointed out that at primaryschool age, students do not realize of the importance of learning; therefore, teachers should know how to combine learning and playing in group and pair activities to create excitement. In other words, play motivates learners to learn (Cook, 1997; Shipley, 2008), even when learners become frustrated due to losing a competition. Play is also considered as experiential learning (Verenikina, Harris, & Lysaght, 2003); when children participate in play activities, they subconsciously self-reflect and develop abstract thinking as well as social communication skills. In play activities, children learn and have to abide by rules but also feel free to express their emotions. According to Bodrova and Leong (2001), play provides a unique context where children can develop the ability to self-regulate their behavior at the highest attainable level. Sociocultural theorists view play as a vital activity of the early childhood years (Vygotsky, 1978). For Vygotskians, play can be imaginary situations and activities with roles and rules. Language Education in Asia, 2013, 4(1), 76-87.http://dx.doi.org/10.5746/LEiA/13/V4/I1/A6/Le Language Education in Asia, Volume 4, Issue 1, 2013 Le Page 77 The former are usually explicit, but the latter are typically implicit. Children are expected to know the general rules and roles in play activities (Bodrova & Leong, 2001). Play in language learning. Play activities are described in different ways in language learning. They can be small-group discussions, games, and skits in which the creative and playful use of language is facilitated (Pomerantz & Bell, 2007). They can also use music, games, and TPR (Total Physical Response) activities, verbal play, vocabulary building, talking to oneself in the classroom, or even creating “crazy” sentences such as, “The octopus ate the giant purple banana” (Bacha, 2011, Play section, para. 3). There are various reasons to use play in language learning. Play provides a rich, complex environment for learning with both form-focused and meaning-focused activities (Cook, 1997). Play includes types of games which are beneficial in many ways both for learning and the emotions of learners (Gee, 2008). In Gee’s (2008) point of view, play promotes sharing knowledge, collaboration, and problem solving; players become the owners of their actions and language and can situate meanings of words from actions, images, interaction, and the participation of others. Discussing play in more detail, Cook (2000) has said that play in language learning is classified into two groups: patterned sound and pragmatic contextualized meaning. The first group contains verse, speech, and semantic meaning, while the second shows the interaction between interlocutors. Pomerantz and Bell (2007) argued that language play is necessary for language production in EFL classrooms. Instances of spontaneous, creative language play help learners practice various vocabulary and sentence structures. In addition, humorous moments in play provide opportunities for participants to use language, contributing to the growth of learners ’ communicative ability in general. Language play is fun and commonly marked overtly by laughter or other signs of enjoyment. In classrooms where play with language happens, class members develop a sense of community and construct a play frame around utterances or interactions (Sullivan, 2000). In this study, a play activity refers to the actions and language used in learning English by young learners. It could be each member in the class using words to make a sentence when it is his / her turn to do this in competition with another member, acting out a song, or calling out a word starting with a letter of the alphabet. In these play activities, students usually have fun learning simple words and grammar structures or practicing language skills. Primary English in Vietnam English at the primary level in Vietnam has been neglected for years, although English has gained popularity in this country since the Doi Moi (innovation) Policy in the 1980s. According to the Vietnam’s Ministry of Education and Training (2010), Vietnam has a high demand for teachers of English for primary schools (the ministry claims that by 2020 all Grade 3 students will have to study English). However, at present, only a few pedagogical junior colleges and universities in Vietnam offer courses to train English teachers at the primary level. As a result, Vietnam severely lacks primary English teachers (Minh, 2011; Tran & Tran, 2011). Nguyen (2011) revealed that some private schools in the larger cities in Vietnam have started to offer English courses for Grade 1 learners for as many as 12 periods per week; however, the practice of teaching and learning English at the primary level varies across the regions of the country.