One of the core concepts of this chapter is understanding our concept of “ludic” and how this relates to games, play, and pedagogy. Simply put:
“Ludic” is the umbrella term for all game-based and play-based approaches.
But it’s much more than that. Games are instances of ludic objects: things designed for play. And the way teachers design their classes are examples of teachers manifesting the ludic in themselves. Pedagogy is play!
| Ludic objects | Ludic in you (your practices) |
| playful beings or what we may call ludic objects such as games, toys, roleplays, puzzles, and other items that were designed to be played with. | the playful attitude that people bring to activities (in our case — teaching). |
Scroll around in this interactive whiteboard to understand the difference 👉
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👈 James presented on this topic at LLPx in 2023
🤔 What ludic objects do you use?
🤔 What are you ludic practices?
Excerpt from Chapter 4:
To be ludic is to be human. To play is to learn. Playing with your teaching context can improve your life and the lives of your students. Playing with objects is wonderful. Games are wonderful. Being playful is wonderful. It’s wonderful to experience new games and new ways to play. It’s wonderful to learn about games and ways to play. But Ludic Language Pedagogy is ultimately about applying (Sections 3 and 4 in this chapter) games and ways of playing. To practice LLP, you need to carefully integrate and apply
- Ludic elements
- Language and literacy elements
- Pedagogy elements
Ludic Language Pedagogy is about:
- Finding or making the freedom to play.
- Putting those playful elements together.
- Trying your LLP (with students) and revising your work.
- Sharing your LLP, and helping others with their LLP
