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Explores the introduction of new teacher training methods at the University of Budapest (Hungary), particularly in the use of role-play to make language learning more student-centered and interactive. Discusses teaching English as a second language in secondary schools and reports perceptions of role-play activity based on interviews with trainee teachers. (Author/LRW)

Three stages of personal involvement in simulation gaming are outlined. First is accidental involvement, associated with a particular teaching need. Second is strategic involvement, where simulation and gaming activity is recognized as valid research by such initiatives as the Enterprise in Higher Education Programme within the United Kingdom. Third is devolvement, where simulation and games are recognized as a part of a much wider range of educational development projects and methods.

Alan Coote started his career as a lecturer of geography and education but later became involved in the field of higher education for mature students. He introduced experiential learning activities through simulations and games, and designed many such activities including ISLAND ESCAPE and the BANBIC game.

The new methods for training teachers to learn English language in Hungarian schools are given. The role-play has emerged as an interactive way to learn language and prepare teacher trainees and their students for social interaction via the medium of a foreign language.

The National Grid for Learning has proposed the electronic linking of schools, colleges, universities, museums, libraries, and private sector organizations for sharing their resources. The educational project , Media Simulation for Universities and Schools (MESUS), aimed to teach aspects of information technology to young people, possessing skills to secure employment.