Educators have always harnessed the power of ludic activities for facilitating learning in low-tech teaching contexts, including for the teaching of foreign and second languages (L2s). Most current research on L2 learning with games has focused on informal (naturalistic) learning, has adopted a technology-centric perspective that prioritizes digital games which are ill-suited for most teaching contexts, and, particularly, has neglected the role of teachers. As teacher mediation is critical for enabling student learning, this chapter surveys work that shows how language teachers can leverage the opportunities inherent in games and play with a view to strengthening the naturalistic learning of their students. We spotlight the key role of the teacher in mediating learners’ language and literacy development, before, during, and after L2 activities through and around games. We also consider how the purposeful use of digital technology around games and play supports both learners and teachers in reaching their goals. We illustrate this through exemplary studies that are grounded in various pedagogies, and utilize both analogue and digital games that can be implemented in real classrooms. In doing so, we give equal importance to tools and technology (ludic materials), language learning goals, and pedagogical rigor.