| There is a growing body of research on language play and how it functions in the language acquisition process. However, this scholarship focuses primarily on language produced by individual learners and not on the ways in which instructors may, or may not, have been involved. Furthermore, there has been little exploration of how language play operates as part of instructors' pedagogical content knowledge. To address this gap in the literature, this study examines how experienced foreign and second language instructors think about language play.;On the basis of 75 survey responses as well as additional two-part interviews with eight of the respondents, some general characteristics about the roles of language play from language instructors' viewpoints can be forwarded. Based on these data, tentative propositions about the possible functions of language play can be generated and used toward forming a theory about how it functions as part of language instructors' pedagogical content knowledge. Data were gathered during the 2006-2007 academic year. Survey data were analyzed for percentages and both survey and interview data were coded and analyzed using the constant comparative method of grounded theory.;The propositions generated from the data concerning language play as part of instructors' pedagogical content knowledge center on how it can be employed to (1) represent, (2) organize, and (3) adapt the content for learners. Language instructors reported that they often represent the content with language play to (a) motivate learners, (b) offer a change of pace, and (c) serve as a bridge between topics. Language play is employed by some instructors to organize the material to (a) reduce student apprehension, (b) promote participation, and (c) enhance the overall learning environment. The content is adapted by these instructors to (a) explore and clarify materials, (b) provide personalized practice, and (c) aid students in the retention of the materials being studied (i.e., help them learn). Such uses of language play can be spontaneous or part of well-established instructional practices. |
