120min
City Games
City games immerse foreign language learners in an interactive urban experience, blending language practice with cultural exploration and practical communication. Participants navigate the city, complete real-life tasks, and engage with local culture — all while using the target language. This dynamic approach fosters language proficiency, intercultural competence, and teamwork in an authentic setting.
Objectives
- Promoting cultural identity and awareness.
- Supporting cultural tourism and local exploration.
- Knowing better the place we are in.
- Developing practical skills like map reading and orientation.
- Exposing learners to the local customs, traditions and urban heritage.
- Stimulating critical thinking and problem-solving.
Settings
In-person: Urban environment, outdoor spaces
Online: Virtual rooms (Zoom breakout rooms)
Materials
Physical
- Paper, pen, drawing devices
- Maps
- Tasks sheets and/or QR codes
Digital
- Goosechase
- Smartphones
- VR devices
- Cameras
- Genial.ly/Padlet
- Wordwall
Overview
What is it? City games transform urban spaces into interactive language classrooms. Learners complete tasks - such as asking for directions, ordering food, or photographing landmarks, while navigating the city and engaging with locals. This experiential approach enhances language skills, cultural understanding, and collaboration, making learning dynamic and relevant.
Step-by-step description
- Preparation Plan: a walking route with 5-8 city-based tasks (e.g., order food, find a statue, ask for a schedule). Prepare task sheets, maps, and QR codes with instructions or clues. Divide learners into small teams, and assign a facilitator to each group if necessary.
- Introduction: Gather participants at a designated meeting point in the city. Briefly explain the purpose and rules of the game, then distribute maps, task sheets, and any additional materials. Review the language tasks or challenges, providing examples and clarifications as needed. Emphasize the use of the target language for all interactions (e.g., asking for directions).
- City exploration: Participants navigate the city in teams, completing tasks that require listening, speaking, reading, and writing in the target language. Tasks may include: asking locals for information, ordering traditional food or drinks, interpreting signs or finding landmarks, taking photos or videos of culturally significant locations.
- Reflection and discussion: After the game, reconvene at the meeting point for a group discussion. Reflect on experiences, challenges, and cultural insights gained during the activity.
Practical insights
What worked well:
- Online adaptability: Running an online game about a city or other place, using photos and online apps such as Goosechase.
- Beginner Support: Simplified instructions or verbal guidance helped beginner-level learners engage with tasks.
- Engaging Tasks: Photo and video missions were popular, though learners preferred collaborative problem-solving over competition.
Common challenges and solutions:
- Time Management: Adjust the schedule to accommodate beginners; a full two hours is ideal for independent completion.
- Technical Issues: Always have printed backups ready in case digital tools (e.g., Goosechase) malfunction.
- Punctuality: Plan for late arrivals or early departures by including flexible tasks.
- Task Engagement: Learners enjoyed interactive missions but preferred cooperative play over competition. Structure the game to emphasize teamwork.
Field reflections
Following a session on Luxembourg’s key tourist attractions, learners were encouraged to express their feelings about various sites and engage in an interactive city exploration activity. Despite challenges, participants enjoyed exploring the city. Some learners familiar with local attractions still found the language tasks demanding without educator support. Simplifying instructions and fostering collaboration improved engagement and outcomes.
Further reading
Leorke, Dale, & Owens, Marcus. (2023). Games and Play in the Creative, Smart and Ecological City. Routledge.
Rankin, Y. A., Gold, R. L., & Gooch, B. (2006). From inner city to the world: Using autoethnography to explore teacher location and language education. Multicultural Perspectives, 8(3), 43-51.
Reid, G. (2014). The Routledge handbook of language and intercultural communication. Routledge.
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6(1), 165-180.