Download Digital Games in Language Learning and Teaching (New by Hayo Reinders PDF

By Hayo Reinders

Contemporary years have obvious a growing to be curiosity within the pedagogical merits of electronic video games, that have the capability to have interaction beginners and to inspire interplay within the aim language. using electronic video games in language schooling is predicated at the premise that profitable studying is built-in into the sociocultural context of learners' lives and encourages collaboration and lifetime studying, bridging studying inside and out of doors the language school room. notwithstanding, the potential for electronic video games has no longer been accurately investigated from a moment language studying and educating point of view. This quantity offers the 1st committed number of papers to collect the state of the art in learn into game-based studying. It comprises theoretical, empirical, and practice-oriented contributions and as such will entice someone with an curiosity within the latest advancements in language schooling.

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Extra resources for Digital Games in Language Learning and Teaching (New Language Learning and Teaching Environments)

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Kapur, P. (2005). Acquisition of computer literacy on shared public computers: Children and the ‘Hole in the wall’. Australasian Journal of Educational Technology, 21(3), 407–426. Negroponte, N. (1995). Being digital. London: Coronet. Neville, D. (2009). In the classroom: Digital game-based learning in second language acquisition. The Language Educator, 4(6), 37–41. Nivala, M. (2009). Information society strategies: Simple answers for complex problems: Education and ICT in Finnish. Media, Culture & Society, 31, 433–448.

Although typically advanced as a ‘fix’ for a broken system, or a rejection of traditional education for an alternative of idealized play, pleasure and fun (Ito, 2009), on the macro-level, digital technologies are also aligned with an important strategic role in terms of the wider economy. Examples of this wider strategic importance include the Australian Government’s funded project, ‘Digital Education Revolution’, Singapore’s ‘Intelligent Nation 16 From Theory to Practice 2015’ project and New Zealand’s ‘Digital Strategy’ initiative (Selwyn, 2011).

Moreover, the games are genuine cultural products and, as such, can be seen to incorporate cultural discourses and narratives that lend themselves to language learning and the development of critical cultural awareness. On the other hand, vernacular games may prove challenging or ineffectual for the same reasons that they may be useful. First, some vernacular games may not be appropriate for learners, with regards to content or linguistic complexity. In addition, because they are vernacular or everyday in nature, learners may view them as inauthentic means for L2 learning, in spite of their genuine qualities.

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