Digital games and the development of plurilingual competence: Language models, language awareness and transformational play

“Monographs and edited volumes are regularly published on this topic (Gee, 2004, 2008; Reinders, 2012; Reinhardt, 2019; Sykes & Reinhardt, 2013).”

“Identity and identity-related constructs played and play an important role in SLA, especially the historical model by Gardner and Lambert (1972), Self Determination Theory (Ryan & Deci, 2002), and Dörnyei’s L2 Motivational Self System (Dörnyei, 2010), which has since been extended from L2 contexts…”

“Today, follow - ing critiques regarding linguistic imperialism (Phillipson, 1992), and considerations regarding the needs of lingua franca users (Seidlhofer, 2005), there is more acceptance of a broader set of language models.”

“Today, follow - ing critiques regarding linguistic imperialism (Phillipson, 1992), and considerations regarding the needs of lingua franca users (Seidlhofer, 2005), there is more acceptance of a broader set of language models.”

“3 Debriefing is “the occasion and activity for the reflection on and the sharing of the game experience to turn it into learning” (Crookall, 2010, p. 907).”

“Linguistic landscaping is both a research methodology used to document and analyze multilingualism in public places (Cenoz & Gorter, 2006; Schmitt 2018) and a pedagogic practice designed to foster language awareness (broad understanding) (Malinowski & Dubreil, 2012; Sayer, 2010).”

“Monographs and edited volumes are regularly published on this topic (Gee, 2004, 2008; Reinders, 2012; Reinhardt, 2019; Sykes & Reinhardt, 2013).”

“Many of these are mono-lingual, but even as monolingual games they can contribute towards growing a player’s plurilingual repertory by supporting this person for example in acquiring new vocabulary items (deHaan et al., 2010; Di Zou et al., 2021; Hitosugi et al., 2014; Sundqvist, 2019).”

“James and Garrett (1991) present a broad view of language awareness that is especially useful when discussing plurilingual competencies and games.”

“Many of these are mono-lingual, but even as monolingual games they can contribute towards growing a player’s plurilingual repertory by supporting this person for example in acquiring new vocabulary items (deHaan et al., 2010; Di Zou et al., 2021; Hitosugi et al., 2014; Sundqvist, 2019).”

“…played and play an important role in SLA, especially the historical model by Gardner and Lambert (1972), Self Determination Theory (Ryan & Deci, 2002), and Dörnyei’s L2 Motivational Self System (Dörnyei, 2010), which has since been extended from L2 contexts to multilingual contexts (Henry, 2017).”

“Monographs and edited volumes are regularly published on this topic (Gee, 2004, 2008; Reinders, 2012; Reinhardt, 2019; Sykes & Reinhardt, 2013).”

“…forum discussions, conversations not (directly) related to gameplay in one’s guild (group of players collaborating within multiplayer games) (Rama et al., 2012), game-related fanfiction reading/writing (Cornillie et al., 2021), game modding, playthrough writing/reading, fandubbing…”

“Linguistic landscaping is both a research methodology used to document and analyze multilingualism in public places (Cenoz & Gorter, 2006; Schmitt 2018) and a pedagogic practice designed to foster language awareness (broad understanding) (Malinowski & Dubreil, 2012; Sayer, 2010).”

“They often involve stepping outside the magic circle (Huizinga, 1938) of playing pretend that words mean things to look at the building blocks themselves.”

“…(2022), I look at MElang-E from an identity perspective and describe how the game allows players to experience/imagine themselves as language users in a broad range of contexts and settings, potentially contributing to an “elaborate and vivid future self image” (Dörnyei, 2010, p. 19).”

“Many of these are mono-lingual, but even as monolingual games they can contribute towards growing a player’s plurilingual repertory by supporting this person for example in acquiring new vocabulary items (deHaan et al., 2010; Di Zou et al., 2021; Hitosugi et al., 2014; Sundqvist, 2019).”

“Similar studies exist regarding other kinds of pedagogic interventions (Busse et al., 2020; Cutrim Schmid, 2021; Forbes et al., 2021; Leonet et al., 2020), but not yet regarding the use of digital games with a plurilingual outlook.”

“Similar studies exist regarding other kinds of pedagogic interventions (Busse et al., 2020; Cutrim Schmid, 2021; Forbes et al., 2021; Leonet et al., 2020), but not yet regarding the use of digital games with a plurilingual outlook.”

“Many of these are mono-lingual, but even as monolingual games they can contribute towards growing a player’s plurilingual repertory by supporting this person for example in acquiring new vocabulary items (deHaan et al., 2010; Di Zou et al., 2021; Hitosugi et al., 2014; Sundqvist, 2019).”

“Monographs and edited volumes are regularly published on this topic (Gee, 2004, 2008; Reinders, 2012; Reinhardt, 2019; Sykes & Reinhardt, 2013).”

“A good example of the first type can be found in Piirainen-Marsh and Tainio (2009).”

“Similar studies exist regarding other kinds of pedagogic interventions (Busse et al., 2020; Cutrim Schmid, 2021; Forbes et al., 2021; Leonet et al., 2020), but not yet regarding the use of digital games with a plurilingual outlook.”

“Gillespie (2020), in his analysis of CALL journals, found 26 articles over a span of 11 years, bringing this topic into the “less published” category (a middle category between “most published” and “least published”).”

“…related to gameplay in one’s guild (group of players collaborating within multiplayer games) (Rama et al., 2012), game-related fanfiction reading/writing (Cornillie et al., 2021), game modding, playthrough writing/reading, fandubbing (Vazquez-Calvo et al., 2019; Vazquez-Calvo, 2020), and more.”

“Similar studies exist regarding other kinds of pedagogic interventions (Busse et al., 2020; Cutrim Schmid, 2021; Forbes et al., 2021; Leonet et al., 2020), but not yet regarding the use of digital games with a plurilingual outlook.”

“While this paper does not look at actual use of the LoCALL app, it might be considered as work that contributed to the development of the app.”

“On the other hand, Otwinowska et al. (2020) report that Polish-speaking secondary school learners who received an awareness-raising workshop on cognates did not acquire English vocabulary faster than a control group, nor did they differ in reading comprehension.”

“…by openness, indeterminacy and virtuality, “allowing the reader/player to enter situations that fork into different branches and to actually experience that ‘what happens next’ may well depend upon us, upon our decisions, our actions, our values and motivations” (Bode & Dietrich, 2013, p. 1).”

“…related to gameplay in one’s guild (group of players collaborating within multiplayer games) (Rama et al., 2012), game-related fanfiction reading/writing (Cornillie et al., 2021), game modding, playthrough writing/reading, fandubbing (Vazquez-Calvo et al., 2019; Vazquez-Calvo, 2020), and more.”

“Brinkmann et al. (2022) present classroom research done as part of the LoCALL project.”

“York (2020) provides some relevant suggestions for debriefing with GBLL in general that could be adapted for this purpose.”

“Buendgens-Kosten et al. (2019) and Buendgens-Kosten and Elsner (2018b) are conceptual papers, discussing the game and its affordances from a multilingual CALL perspective.”

“Linguistic landscaping is both a research methodology used to document and analyze multilingualism in public places (Cenoz & Gorter, 2006; Schmitt 2018) and a pedagogic practice designed to foster language awareness (broad understanding) (Malinowski & Dubreil, 2012; Sayer, 2010).”

“While this paper does not look at actual use of the LoCALL app, it might be considered as work that contributed to the development of the app.”

“While this paper does not look at actual use of the LoCALL app, it might be considered as work that contributed to the development of the app.”

“It is an adaption of an interactive museum exhibit (Ayres-Bennett, 2000) into a digital format, and presents nine mini-games (quizzes), three each in the categories (referred to as “zones”) of Languages and Me , Languages around Me and Languages in the World .”

“Linguistic landscaping is both a research methodology used to document and analyze multilingualism in public places (Cenoz & Gorter, 2006; Schmitt 2018) and a pedagogic practice designed to foster language awareness (broad understanding) (Malinowski & Dubreil, 2012; Sayer, 2010).”

“Furthermore, few of the research studies we found [19] explicitly explore the relationship between digital gaming and both cognitive and affective aspects of foreign language learning.”

“Players also consume the language presented; communicate within the game and about the game while playing, either with other, co-present players, or in the case of digital games – with players at physically remote locations (Buendgens-Kosten, 2022).”