Today, after having a discussion with Dakotah Redstone, Maha Abdelmoneim, and Rose Bard, we realized that Minecraft provides the context that EFL learners need. For Japanese and Taiwanese learners in communicative language learning approach, they often find themselves memorizing dialogues and role playing in classroom settings. They would be engaged in information gap task so that they can exchange for information that allow them to engage in authentic like conversations.
However, if we allow some class time or even lab time outside of class for learners to play Minecraft, it would resolve our issue of the lack of context in EFL settings where students are not surrounded in an environment to engage in authentic conversations.
Situated Learning: Minecraft provides the much needed diverse context for EFL learners to engage in conversations. For example, for the excavation of underwater temple, Don and I both got poisoned by the Gardians. He told me that I need milk. To get more milk, I asked: how do I get more milk? I was shown where the cows were and that the buckets of milk were in the chests. I was engaged in real conversation in that context and there was no need to pretend and role-play. Dak taught me to use sand to build a passage so that we can reach the temple entrance safely. He was proving instructions and giving directions, sometimes comments that were humorous. We talked about absorption of sponges, temple entrance, night vision and water breathing potions.
So, as a language teacher, what is needed is a clear goal of language learning for each context. Have in mine what the target vocabulary is for certain context, and what language functions and structures that might be involved and include that in the lesson.
Provide Comprehensible Language Input. We can either use Photos and Captions like what Don Carroll has done on G+ as content (as suggested by Dakotah Redstone) or we can do a video of players engaged in the excavation, or playing hide and seek, etc. and use it as a flipped classroom video for learners to watch before they come to class.
Opportunities for Situated Language Output. After in class lessons and discussions, retelling what they’ve watch, or discuss how they would do it differently, locate a lab and have students work on the same project (I.e. build an automated farm) in Minecraft in pairs or teams.
Production and language Feedback. Learners ac prerecord a video of their work in progress, or introduce what they’ve done. Limit their recordings to 3 minutes max so that the instructor and give corrective feedback on target grammar or usage or vocabulary...to the whole class.
We can build many different theme based lessons: farming, exploring underwater temples, securing villagers in the desert, horse riding, constructions, and etc. These videos can be videos from YouTube Minecraft Chanels or we can make the Xbox recordings ourselves.
Sorry I have to stop here. I need to take Mattie to Badminton practice.
