Incorporating inclusive games and game-related tasks enables learners to explore issues of gender and sexuality in the EFL classroom, while simultaneously developing competences relevant specifically to language learning. Carefully selected and didactically prepared games and gaming activities that highlight marginalised genders and sexualities can facilitate reflection of learners’ own identities. In including these games, teachers contribute to a better understanding of alternative identities and cultures that are created and shaped in online and offline worlds, and where transcultural communicative competence is required to navigate these settings. This article, relying on insights drawn from analytical play, discusses how gameplaying that thematically centres queer personae can foster identity development as an essential aspect of transcultural communicative competence. It also highlights ways in which teachers can utilize games in the EFL classroom to facilitate the inclusion of language learners who are lesbian, gay, bisexual, transgender, queer/questioning, inter- or asexual (LGBTQIA*).

中文翻译：

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跨文化交流教室中的包容性数字游戏

融合包容性游戏和与游戏相关的任务，使学习者可以在EFL课堂上探索性别和性问题，同时发展与语言学习相关的能力。精心挑选并精心设计的游戏和游戏活动能突出边缘化的性别和性行为，可以促进学习者自身身份的反映。在包括这些游戏时，教师有助于更好地理解在线和离线世界中创造和塑造的替代身份和文化，以及在这些环境中需要跨文化交流能力的地方。本文基于从分析性游戏中得出的见解，讨论了以酷儿角色为主题的游戏玩法如何促进身份发展，这是跨文化交际能力的重要方面。它还强调了教师在EFL教室中利用游戏来促进男女同性恋，双性恋，双性恋，变性，同志/提问，异性恋或无性恋（LGBTQIA *）的语言学习者的学习方式。