<p>This study examined how didactic games can enhance Hebrew as a second language (HSL) learning and socialization among Arab-Bedouin children through four core themes: active learning, peer communication, motivation and a sense of achievement, and parental involvement. The games functioned as a culturally responsive pedagogical tool that integrated Hebrew practice into simple, accessible, and highly interactive classroom discourse, allowing children to use Hebrew naturally while collaborating, giving instructions, and solving tasks together. The findings indicate clear gains in oral fluency, vocabulary expansion, and confidence in speaking Hebrew, especially among students who typically hesitate to participate. In addition, the interactions among children, pre-service teachers, and mentoring teachers created a multi-layered learning ecology in which linguistic mediation and scaffolding supported understanding and bridged the gap between academic training and everyday classroom realities. Beyond language development, the games generated high emotional and physical engagement, producing a real-time sense of success that reduced language anxiety and encouraged students to initiate Hebrew speech more freely. Finally, involving parents strengthened the connection between home and school, extending Hebrew use and positive attitudes toward learning beyond the classroom.</p>