Everything You Wanted to Know about the Play-Spectrum and Teaching Children English.

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With more and more teachers shifting to a holistic, play-based approach, I am often asked how I make this work in my young learner classroom. To help clarify this approach and give you practical tips, I’ve compiled answers to the questions I hear most frequently from educators like you. Whether you’re new to the concept or looking to deepen your understanding, these insights will help you make the most of the play spectrum in your language lessons.

What is the play spectrum?

Recent research has reframed playful learning along a spectrum or continuum. This framework has created a better way for us to understand and describe the different roles of both the children and adults during play-based learning. This is helpful for guiding our practice, identifying the types and balance of play used within our lessons and even help us align our definitions of what we refer to when we talk about playful learning. (See the references and resources section below to read the research!)

How does play-based learning help children learn English?
Play-based learning engages children in meaningful, enjoyable activities where they can practice language in context. By balancing structured input with opportunities for independent exploration, children build confidence, reinforce their understanding, and apply language creatively.

What’s the difference between teacher-led play and guided play?

  • Teacher-Led Play involves structured activities where the teacher directs the learning process. These activities are designed to introduce and reinforce specific language concepts in a controlled environment. Examples include: Songs, Card Games, and Storytelling. 

Guided Play in the language classroom involves the teacher setting up the environment and materials that relate directly to the teacher-led play. The children are free to use the materials as they wish.  They are in the lead now but the teacher has specific pedagogical aims she is trying to meet. So, their role is to circulate the room, engaging with the children as they play and prompting them to use the target language in this new context.

Why is free play important in language lessons?
Free play allows children to take ownership of their learning, using language in meaningful, spontaneous ways. It fosters creativity, autonomy, and deeper understanding, helping children transfer skills to new contexts.

How do I ensure strong connections between teacher-led and guided play?

  • Use the same materials across both phases of the lesson.
  • Model the target language during teacher-led activities.
  • Keep routines consistent to help children focus on the language.
  • Scaffold activities to prepare students for guided and free-play.

If you do start using the play-spectrum when lesson planning, it won’t be long before you begin to observe the way this positively impacts the learning in your classroom.

What role does the teacher play during free play?
During free play, your role is to observe, listen, and learn from your students. Step back and let them take the lead—it’s their time to explore and use language naturally.  Use this opportunity to note how they interact, what language they use, and any moments of growth. Jot down observations or take photos to document learning. This helps with lesson planning and shows parents or schools that free play isn’t “free time”—it’s purposeful and impactful. Stay present, trust the process, and watch how much your students grow when they’re in charge!

How can I integrate the play spectrum into my lesson planning?
Think of the play spectrum as a flexible tool to support your planning. Start by identifying the language goals or skills you want to focus on. For example, are you introducing new vocabulary, practicing a specific structure, or reinforcing a theme? 

Begin with teacher-led activities to model and practice these concepts in a structured way—think flashcard games, songs, or storytelling. Next, move into guided play where children can explore these elements with some support, like using manipulatives, building, or sorting activities tied to the lesson theme. Finally, create opportunities for free play where students can apply what they’ve learned independently. Open-ended activities, like role-play or imaginative scenarios, let them experiment with language in a natural, meaningful way.

What are some examples of activities for the play spectrum?

  • Teacher-Led Play: Flashcard games, role-plays, or songs with planned language input.
  • Guided Play: Learning centers with materials for sorting, building, or creating, tied to the lesson’s theme.
  • Free Play: Open-ended activities where children use language spontaneously, such as storytelling or imaginative play.

How can I address concerns about free play in language classrooms?
It’s natural for parents or school administrators to have concerns about free play in language classrooms. It looks and sounds very different to the traditional language lesson they know. As always, the key is communication.
Start by explaining the benefits: free play fosters creativity, builds confidence, and provides opportunities for authentic language use. It’s not “just play”—it’s a powerful way for children to practice and transfer what they’ve learned in meaningful contexts.

But don’t stop with words alone. You want to also back it up with evidence of learning. This means documenting the learning that happens during free play. Take notes, photos, or videos that show how students are engaging with the language. Use this evidence to highlight progress and guide your future planning. When people see the results—happy, confident learners using English naturally—they’ll all see the value of free play in the language classroom.

Where can I find play-based activities for my lessons?

You’ll find lots of play-based resources on this website but you might like to start with this free Activity Pack from our collaborator Kathy Hodge! Sign up and we’ll send it straight to your inbox.

References and Further Reading