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Exploring the pedagogical affordances of a collaborative board game in a dual language immersion classroom

In this study, we present an educational board game designed to promote both mathematics and Chinese language learning. We use text‐mining techniques to analyze dialog by 40 students, in six groups playing a board game in a dual language immersion context. Our findings provide evidence to support past claims and arguments that play and specifically play within board games can provide a learning environment in which students can experiment with concepts and language without fear of failure. In our study, we not only found that learners were willing and excited to use their L2 skills within the context of the game but also that the board game promoted peer learning, which subsequently provided support for both math and language development.