18

T18: FUNCTIONS OF PLAYING AND
CREATIVITY IN FOREIGN LANGUAGE

LEARNING. DEFINITION AND
TYPOLOGY OF GAMES FOR
LINGUISTIC LEARNING AND
IMPROVEMENT. GAMES AS CREATIVE
PLAY TECHNIQUE TO ACCESS
COMMUNICATIVE COMPETENCE IN
THE FOREIGN LANGUAGE
T18: Funciones del juego y la creatividad en

el aprendizaje de las lenguas extranjeras.
TOPIC 18 Definición y tipología de juegos para el

aprendizaje y el perfeccionamiento
lingüístico. El juego como técnica lúdico-
OPOSICIONES AL CUERPO DE MAESTROS DE INGLÉS creativa de acceso a la competencia
comunicativa en la lengua extranjera
CONTENTS INDEX
A. TOPIC CONTENTS
0. Introduction
1. Functions of playing and creativity in foreign language learning
1.1. Functions of playing in foreign language learning
1.2. Advantages of games
1.3. Creativity
2. Definition and typology of games for linguistic learning and improvement
2.1. Definition
2.2. Typology of games for linguistic learning
3. Games as creative play technique to access communicative competence in
the foreign language
4. Conclusion
B. LEGISLATIVE FRAMEWORK
C. PRACTICAL CASES RELATIONSHIP
D. EDUCATIONAL INNOVATION
E. OUTLINE (GRAPHIC REPRESENTATION)
F. ADDITIONAL RESOURCES (VIDEOS, ARTICLES, MAGAZINES, ETC)
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A. TOPIC CONTENTS
0. Introduction
“To keep alive creativity is the key to change education.”
Ken Robinson (2015)
This quote is a great way to introduce this topic, which deals with the use of games
and the relevance of creativity for foreign language teaching in Primary Education.
Games were not very common in traditional methodologies, however, nowadays
we find that they can offer us great opportunities in the English classroom. For instance,
most of them create an atmosphere in which communication is so important, so we are
contributing directly to the achievement of the communicative competence, which is our
main aim, following the Royal Decree 126/2014, which establishes the basic curriculum for
Primary Education. But we should take care when using games, since its usefulness
depends on the methodological context in which they are applied.
On the other hand, creativity is considered an important skill for our society. It
should be fostered and rewarded, so we will have to work on it as teachers. Creativity is
directly related to key competences, which appear in article 6 of Decree 97, of March 3rd,
2015, which establishes the organization and curriculum of Primary Education in Andalusia.
So, if a child is creative, he/she is more likely to solve problems, to take risks or to make
their own choices, as well as take on responsibilities or manage different situations. That is,
he/she is more competent.
Furthermore, the methodological guidelines in Annex I of the Order of March 17th,
2015, which develops the curriculum for Primary Education in Andalusia, indicates that our
methodology should focus on the students’ needs by prioritizing playing and games,
especially in the first years.
So, through this topic, we will see functions of games and creativity, definitions of
both of them, a possible typology of games and the use of games to access communicative
competence.
1. Functions of games and creativity in foreign language learning

As we have said before, learning through games is possible. In fact, games serve to
learn and to enjoy at the same time. They are not only motivating and fun, but also can
provide an important link between home and school which helps to make children feel
safer and more confident.
Furthermore, games contribute decisively to the integral development of the child,
favouring the evolution and maturing of the different development fields.
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1.1 Functions of playing in foreign language learning
As we have said before, games contribute to the development of multiple fields:
Physical Affective
Cognitive Social
Pedagogical Linguistic
- Cognitive: Abilities such as attention, memory, imagination, etc. Can be developed

through games. Children need to be ready and paying attention if they want to
participate in games, that’s why they improve their attention. Furthermore, in some
games, children have to find different solutions to the same problem, so they will
work on imaginative skills. Finally, games as for example matching pairs (picture and
name) will require a great use of the memory.
- Physical: Games help children to develop physically as they gain control over their
bodies and their actions. In relation to this, we can mention the Total Physical
Response method by James Asher (1977), in which students respond physically to
the verbal actions that the teacher indicates. This kind of game provide the teacher
with direct information about what the children is understanding.
- Affective: According to Krashen (1981), learning is facilitated when the affective
filter is low, that is, when children are relaxed and there is a tension-free classroom
atmosphere, without inhibition and anxiety. Games are activities that enhance
students’ emotional wellbeing and consequently make input acquisition more likely.
- Social: While playing, children accept norms and rules, they become aware of
themselves and of others. This way, their social behaviour is developed. When
interacting through games, they acquire social conventions and develop positive
attitudes towards their group. So games, can help to improve their social behaviour.
- Pedagogical: Games bring variety and fun to learning. Even more, they create a
meaningful context for language use, they improve students’ intrinsic motivation
and enhance students’ positive attitudes towards the language. So, games
constitute and unavoidable tool to develop communicative competence, which is
our main aim as English teachers.
- Linguistic: A game can serve as a powerful, implicit teacher of phrases and
structures. Many games give practice in all the skills, and some of them can act as a
disguise for repetitive structure drills that would otherwise be mechanical and
boring. So, if we make a correct use of games, they can serve us to practice multiple
linguistic structures.
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1.2 Advantages of games
As we have seen, games are perfect didactic resources. We have to take into
account that its usefulness depends on the methodological context they are applied, but in
general the have a lot of advantages that we are going to see in this part of the topic.
Most English language teaching textbooks include games in all the units because
they provide excellent practice for all language skills, and they have a unique power to
motivate and encourage children participation. Furthermore, games contribute to the
addition of variety inside a lesson, so they will help us to make the English lesson more
amusing and dynamic. Games provide an atmosphere in which communication has to take
place, so they give real value to the use of the English language on the part of students.
According to Brewster and Ellis (2002), some advantages of the use of games are:
- They add variety to the English lesson.
- They change the pace and rhythm of a lesson.
- They help to motivate students and to activate them.
- They improve skills as concentration or memory.
- They provide “hidden” practice of specific language patters, vocabulary and
pronunciation.
- They help shy students to be motivated to speak in English.
- They create a fun atmosphere.
- They provide communicative situations, in which English has a real and functional
use.
- They help to reveal areas of weakness on the part of students.
- They are seen as a challenge for students, so games encourage students to use
English more and better.
- They are extremely enjoyable for both, the teacher and the student.
1.3 Creativity
When children are involved in games, they are playing different roles. In some
cases, they imagen to be other people or they are provided with a mask to develop the
game. These roles help them to express and develop creative thinking. So, we can state
that there is a clear link between games and creativity.
Creativity is defined by Andrew M. Colman (2001) as “the production of ideas or
objects that are both novel or original and worthwhile or appropriate, that is, useful,
attractive, meaningful or correct”. According to some researchers, in order to qualify as
creative, a process of production must in addition be heuristic or open-ended rather than
algorithmic (with a unique solution). So we find, that being creative is a great skill, since it
will help to the solution of different complex problems as well as facing new situations. In a
constantly changing world in which each day there are “new jobs”, we need creative
people ready to face new challenges and find new ways of solving different situations.
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Researchers as Guilford (1982) affirm that this ability can be taught and learnt.
From the point of view of the foreign language area, such ability helps students develop
their communicative competence, because it allows them to look for different ways to
communicate, to use different communication strategies to achieve a specific objective or
communicative intention.
After analysing different cognitive styles, Torrance (1990) concluded that the
individuals who have the following characteristics are prone to be creative:
- Open to changes.
- Not afraid of doing something new.
- They ask lot of questions. Most of them go beyond the simple “why” or “how”.
- They suggest different ways of doing things.
- They enjoy painting, drawing or writing.
- They are observant and curious.
- They do not worry if they seem different from the rest.
- They usually have high self-esteem and are conscious of their needs and interests.
- They could even be mischievous at home and at school.
To sum up this clarification, we can quote Ken Robinson (2015), who stated that: “If
you are not prepared to be wrong, you will never come out with something original”.
However, the traditional school system was organised in a way that the child had
few opportunities to ask divergent questions. On the contrary, conformist and docile
children were rewarded, instead of fostering imaginative and creative thinking. Currently,
we want the children to play a different role, as we can see in the stage objective a) from
the Order of March 17th…
“To develop self-confidence, critical sense, personal initiative, entrepreneurial spirit
and the capacity to learn, plan, evaluate risks and assume responsibilities.”
So, in order to develop creative attitudes we have to adopt a specific
methodology. Here we expose some possibilities:
- Use investigation as scientific method: an objective is selected to be studied and
investigated. Children will formulate hypothesis, then they will verify them and they
will elaborate some conclusions.
- Informal investigation, in which the students will learn through discovering. So they
will have to find solutions to the given problems by themselves.
- Interrogative method: using questions as why or how, in order to stimulate
thoughts and search creative answers.
Concluding, we can state that we have to find a multi-methodological working style,
in which we promote curiosity and discovering spirit. To foster this attitudes, we will create
an atmosphere of security and freedom by being respectful to unusual questions and ideas.
So they will see that their ideas are valuable and accepted.
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2. Definition and typology of games for linguistic learning and improvement
2.1 Definition of games

In this part of the topic we are going to define what a game is and we are going to
establish a possible classification of games for linguistic learning.
Following Jill Hadfield (2007), a game can be defined as an activity with rules, a goal
and an element of fun. So, we find that games suppose a challenge for students in which
they have to interact, respecting some rules in order to achieve a final goal. Games usually
involve mental or physical stimulation, and often both.
In addition, Rosario Ortega (1997), there are another characteristics that define a
game. That is, a game is a free activity. They provide a sense of order because they have
rules to follow. The world of children’s games is normally separated from the adults’ world.
Moreover, they help for the cognitive, affective and social development of our students, as
we stated before. Furthermore, games are creative activities, that’s why playing and
creativity are directly related.
So, the educational potential of games cannot be denied:
- They provide motivation. As the free activities they are, the participants do not act
on imposition, so they will have to be engaged.
- In games, students interchange their knowledge preconceptions, and therefore, by
observing the participants we are going to get very interesting information about
students, their way of thinking and their knowledge.
- Games should not be evaluated or judged, so the students will feel safe and they
will express their ideas easier, because their affective filter will be very low.
- Games should be considered as global activities, since they involve affective,
cognitive and interactive skills.
Characteristics of games
Fun: it has a cheerful character
Limited: in time and place
Uncertain: the outcome is not always predictable
Non-productive: participation is not productive
Governed by rules: different rules from everyday life
Fictitious: developed in a different reality

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2.2 Typology of games for linguistic learning
There are multiple classifications of games. Now we are going to see different
typologies depending on different factors:
Language use or overall language goals (By Brewster and Ellis, 2002):
o Language control or facilitating games: the use of the language will be
orientated to practice a determined structure or a group of vocabulary. They
are used to improve accuracy. Such games often focus on repetition of
structures or vocabulary, developing the memory skill. We have to take into
account that in this games communication is limited because students can
repeat whatever without understanding it. For example: “The shopping list”.
o Communication games: they will try to improve fluency and communication
among students. Their goal is to use the English language to communicate
and develop the game. They should feel relaxed and able to transmit
information, so they should have enough tools and resources in order to feel
safe using the language. For example: “Welcome to the market”.
The attitudes they foster:
o Cooperative games: in which students have to achieve a common aim. It is
very important to work on values as tolerance, respect, diversity
acceptance, generosity, cooperation and collaboration among our students.
o Competitive games: in which students have to compete. They are
motivating, but we will have to teach them the right attitude to adopt when
losing and when winning. A good choice is choosing a game in which
students have to cooperate within a group and compete against other
groups.
Technique used:
o Guessing games. For example: “Guess the missing one”.
o Fill in the gap. For example: “Fill with the words from the crossword”.
o Memory games. For example: “Link the hidden pairs”.
o Mimic games. For example: “Guess what I am”.
Medium used:
o Body games
o Board games
o Oral games
Linguistic aspect:
o Vocabulary games: to practice a determined vocabulary.
o Structure games: used as a drill to assimilate a determined structure.
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3. Games as creative play technique to access communicative competence in the
foreign language
Games suppose an amazing technique to access communicative competence in the
English foreign language area, for obvious reasons that we have been seeing through the
development of this topic.
In this part, we are going how games contribute to the development of the different
sub-competences that compose the communicative competence.
According to the Common European Framework of Reference for Languages
(Council of Europe, 2001), communicative competence is composed by linguistic
competences (lexical, phonological, syntactical knowledge as well as other dimensions of a
language system), sociolinguistic competences (which refers to socio cultural conditions)
and pragmatic competences (which are composed by cohesion, coherence and mastery of
discourse).
So, we are going to see how games will contribute to the development of these sub-
competences if we include them in our methodology:
- From a linguistic point of view, games will serve to use language with functionality.
Children will practice vocabulary, structures and pronunciation. They will be
working on the four skills.
- From a sociolinguistic view, games offer a real context and the possibility of
introducing specific elements of the English culture in an amusing way that is easy
to assimilate from children’s experience.
- From a pragmatic point of view, games exercise not only students’ ability to
formally manage the language, but also their ability to react and act by means of
real situations in which language take place.
As we are arriving to the end of this topic, it is necessary to expose some
recommendations about how to use games. As it is obvious, the value of games depends
on the use we make of them, that is, the methodological context in which they are applied.
So, games must be selected taking into account our intention or objective, our students’
interests, their possibilities and the adaptation to our methodology. We will also have to
think about other aspects as the materials needed to develop the game, the spatial and
temporal organisation and the role that the teacher will have during the game. Summing
up, before choosing a game we should:
1. Explore the favourite games of our pupils.
2. Select an appropriate game for English language teaching.
3. Organise its implementation in our methodology through a detailed pedagogical
proposal in which we think about the goal of the game, the role of participants, the
rules they have to follow and the solution for possible conflicts arisen from the
game development.
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Furthermore, now we are going to expose some guidelines for the management of
games, extracted from the British Council website:
- The rules have to be as clear as possible.
- Do not explain the game, demonstrate it.
- Set time limits. Do not let games drag on too long.
- Use games where there is more than a winner.
- Consider the learning value of a game.
- Consider the language needed to play the game.
- Balance the type of games you use.
- Do not overuse games.
To end this topic, before going to the conclusion part, we are going to propose a set
of games to develop in the English classroom. The choice of one game or another is
something extremely personal and changing depending on the context we are working on,
so, a list of webs in which you can find different games and its explanations is provided
below. It is recommended to personalize and complete this topic with a set of some games
with a short explanation to be used as examples in a didactic transposition.
<http://tedpower.co.uk/games.htm>
<https://learnenglishkids.britishcouncil.org/en/fun-games>
<http://iteslj.org/games/>
<http://www.english-room.com/classroom_games.html>
<http://www.funenglishgames.com/activities.html>
<https://www.gooverseas.com/blog/10-best-games-esl-teachers>
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4. Conclusion
So, to conclude this topic, we can say that games are an amazing tool to use in our
methodology, but we have to take some aspects in mind in order to get its maximum
benefits.
The correct application in our methodological context will help our students to
improve in all their developmental fields, this way, we are contributing to the Law for the
Improvement on Quality in Education 8/2013, which states that the main objective of
education is to get an integral development of our pupils.
Furthermore, while playing games, students will develop a positive attitude towards
the English subject, which is extremely important. Thus, we will be creating a great
atmosphere for them to learn in a relaxed and funny way.
Our job is one of the most beautiful ones. We have been blessed with the pleasure
of learning everyday through the teaching process of our students. So, if we can make the
process even more enjoyable, why do not do it?
B. LEGISLATIVE FRAMEWORK
As we have seen through the topic, the law give a basis for the use of games and to
foster the development of creativity among our students.
The Order of March 17th, 2015, which develops the curriculum for Primary
Education in Andalusia in its methodological orientations states that we should take into
account our students interests’ and needs. So, using games will be necessary due to the
fact that most children love playing games.
Moreover, this orientations states that we should use games and entertaining
activities in order to learn English, especially with younger students. Due to the fact that
they learn easier if they are playing and not thinking over what they are doing. Thus, games
provide a great tool to practice vocabulary or structures.
Furthermore, the Royal Decree 126/2014, which establishes the basic curriculum for
Primary Education gives a list of key competences. The achievement of these competences
will be facilitated for the development of creativity among our students. This way, they will
be better citizens for our society.
So, we find that the legislative framework gives importance to the use of games and
creativity in Primary Education. However, its usefulness and success will depend on our
methodological context and how we apply these activities.
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C. PRACTICAL CASES RELATIONSHIP
This topic will serve us as theoretical framework for those practical cases related to
games, creativity and communicative competence. So, in this part of the topic, you can find
five possible cases in which this topic will be very useful:
1. Design a Final Task for the fifth grade of primary education in which you work on
creativity, taking into account that you should develop the written skills.
2. Propose a set of games that you can use with the fourth grade in order to teach
vocabulary.
3. Communicative competence is the main aim of English language teaching. How and
why do you use games in order to develop this competence?
4. Design a board game to teach vocabulary in the third grade of Primary Education. You
should specify what vocabulary you are going to teach and how.
5. You are tutor of a class with a TDAH pupil. Propose some games in order to facilitate
the inclusion of this pupil in the English classroom.
D. EDUCATIONAL INNOVATION
In order to link this topic with some aspects of educational innovation, we are going
to take a quick view around “learning communities”. This model is based on the inclusion
of the school in the society. That is, society and school works as one unit. The “Learning
communities” are founded upon what we call “successful educative performances”, which
have a scientific basis to prove its usefulness in education.
In order to go deeper into “learning communities”, you can read the article:
“Comunidades de Aprendizaje: un proyecto de transformación social y educative. Díez-
Palomar & Flecha García. Revista Interuniversitaria de Formación del Profesorado. 2010”.
One of the most common performances when developing a learning community is
the use of interactive groups. In which children are supervised by an adult (student,
familiar, etc.) inside the classroom. The teacher will play the role of organiser and the other
adults will help to the development of the activities.
A possible application for this topic is the development of interactive groups using
games. So, the classroom will be divided into small groups of four or five pupils, and each
group will have an adult with them. They will help children to play the game and then the
children will change to another group in order to play another game.
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E. OUTLINE (GRAPHIC REPRESENTATION)
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F. ADDITIONAL RESOURCES (VIDEOS, ARTICLES, MAGAZINES, ETC)
# Do schools kill creativity? By Ken Robinson (Video)
To access the video follow the link or capture the bidi code at the right
<https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity>
# The use of games: for vocabulary presentation and revision. By Agnieszka

Uberman (Scientific article)
To access the article follow the link below or capture the bidi code at the right
<http://dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol36/no1/p20.htm>
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T18: FUNCTIONS OF PLAYING AND

CREATIVITY IN FOREIGN LANGUAGE

T18: Funciones del juego y la creatividad en

TOPIC 18 Definición y tipología de juegos para el

C. PRACTICAL CASES RELATIONSHIP

E. OUTLINE (GRAPHIC REPRESENTATION)

F. ADDITIONAL RESOURCES (VIDEOS, ARTICLES, MAGAZINES, ETC)

1. Functions of games and creativity in foreign language learning

- Cognitive: Abilities such as attention, memory, imagination, etc. Can be developed

2.1 Definition of games

Fun: it has a cheerful character

Limited: in time and place

Uncertain: the outcome is not always predictable

Non-productive: participation is not productive

Governed by rules: different rules from everyday life

Fictitious: developed in a different reality

# Do schools kill creativity? By Ken Robinson (Video)

# The use of games: for vocabulary presentation and revision. By Agnieszka

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