Abstract:
This thesis addresses board games in inclusive language education. The objectives of the present investigation are manifold: defining inclusion and the stages towards it in Italy, inclusive education and game-based learning (GBL) by focusing on board games as inclusive didactic tools; conducting a multimodal analysis of the board game Dixit; discovering how students perceive Dixit as an educational engagement means; and proposing prospective arrangements to render the board game suitable for learning environments. Therefore, Dixit was submitted to international students attending the Italian Language course of A2 level, according to the Common European Framework of Reference for Languages (CEFR), at Ca’ Foscari School for International Education, located in Venice. The verbal and visual features in Dixit are examined using Critical Discourse Analysis, Baldry & Thibault’s (2006) model and Kress and van Leeuwen’s (1996) layout, whereas the experimentation on international learners is conducted using naturalistic observation. The analysis and interpretation of data permitted to show students’ perception of Dixit and revealed the potential multifaceted benefits of integrating board games into inclusive education practices.
