Svetlana V. Nuss is an editor and teacher educator affiliated with the University of Alaska and Grand Canyon University, USA.Vita V. Kogan is an assistant professor in Russian at University College London, UK.

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• Part I: Pedagogy of Teaching Language with Games and Gamification 1. Teaching Language with Games: Practice, Research, and Cohesion of Pedagogy2. Gamification and Game-Based Learning: An Overview and Application to Language Teaching Part II: Impacting Speaking and Beyond: Up the Teaching Game3. Using Mingling Games with Beginner Learners4. Trivia Games for Student-Centered Learning in the Russian Language ClassroomPart III: Building Language Structures Through Games5. The Use of Authentic Games in Teaching L2 Russian Grammar6. Learning Motion Verbs Through a Board Game: Insights from a Cognitive Linguistics Perspective7. Game-Based Learning in L2 Russian Classrooms: Interaction, Multimodality, and Practical SuggestionsPart IV: Winning Creative Language at Creative Play8. Ludic Acts of Language Acquisition: Role, Dialogue, and Stage for L2 Russian Oral Proficiency9. "I like Brown, Eyes, Potatoes:" Gamified poetry for beginners10. Playing at conversation: Chatbots in Russian Language Teaching Part V: Are the Games Worth the Candle?11. Teaching Language with Games: Are the Games Worth the Candle? Reflections on practice and future directions

Svetlana V. Nuss is an editor and teacher educator affiliated with the University of Alaska and Grand Canyon University, USA.Vita V. Kogan is an assistant professor in Russian at University College London, UK.

Select Guide Rating

• Part I: Pedagogy of Teaching Language with Games and Gamification 1. Teaching Language with Games: Practice, Research, and Cohesion of Pedagogy2. Gamification and Game-Based Learning: An Overview and Application to Language Teaching Part II: Impacting Speaking and Beyond: Up the Teaching Game3. Using Mingling Games with Beginner Learners4. Trivia Games for Student-Centered Learning in the Russian Language ClassroomPart III: Building Language Structures Through Games5. The Use of Authentic Games in Teaching L2 Russian Grammar6. Learning Motion Verbs Through a Board Game: Insights from a Cognitive Linguistics Perspective7. Game-Based Learning in L2 Russian Classrooms: Interaction, Multimodality, and Practical SuggestionsPart IV: Winning Creative Language at Creative Play8. Ludic Acts of Language Acquisition: Role, Dialogue, and Stage for L2 Russian Oral Proficiency9. "I like Brown, Eyes, Potatoes:" Gamified poetry for beginners10. Playing at conversation: Chatbots in Russian Language Teaching Part V: Are the Games Worth the Candle?11. Teaching Language with Games: Are the Games Worth the Candle? Reflections on practice and future directions

Svetlana V. Nuss is an editor and teacher educator affiliated with the University of Alaska and Grand Canyon University, USA.Vita V. Kogan is an assistant professor in Russian at University College London, UK.

Select Guide Rating

• Part I: Pedagogy of Teaching Language with Games and Gamification 1. Teaching Language with Games: Practice, Research, and Cohesion of Pedagogy2. Gamification and Game-Based Learning: An Overview and Application to Language Teaching Part II: Impacting Speaking and Beyond: Up the Teaching Game3. Using Mingling Games with Beginner Learners4. Trivia Games for Student-Centered Learning in the Russian Language ClassroomPart III: Building Language Structures Through Games5. The Use of Authentic Games in Teaching L2 Russian Grammar6. Learning Motion Verbs Through a Board Game: Insights from a Cognitive Linguistics Perspective7. Game-Based Learning in L2 Russian Classrooms: Interaction, Multimodality, and Practical SuggestionsPart IV: Winning Creative Language at Creative Play8. Ludic Acts of Language Acquisition: Role, Dialogue, and Stage for L2 Russian Oral Proficiency9. "I like Brown, Eyes, Potatoes:" Gamified poetry for beginners10. Playing at conversation: Chatbots in Russian Language Teaching Part V: Are the Games Worth the Candle?11. Teaching Language with Games: Are the Games Worth the Candle? Reflections on practice and future directions