Playing by Their Rules: Why Issues of Capital (Should) Influence Digital Game-Based Language Learning in Schools
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In: CALICO Journal , Vol. 36, No. 1, 2019, p. 19-38.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Playing by Their Rules
T2 - Why Issues of Capital (Should) Influence Digital Game-Based Language Learning in Schools
AU - Blume, Carolyn
PY - 2019
Y1 - 2019
N2 - While digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate beliefs about digital gaming to generate skepticism of gameplaying among many educators. Their devaluation of digital game-based language learning (DGBLL) has implications for language learning, not just in terms of skills and attitudes, but in regard to the development of linguistic capital. The purpose of this article is to use the concept of habitus to examine the reasons why educators marginalize DGBLL and the implications of such pedagogic decisions on the development of linguistic capital. Given the emergent empirical base, this contribution adopts a theoretical approach to contextualize observed trends. The article concludes by discussing the importance of teacher-mediated DGBLL for reasons of access and equity before recommending ways of integrating DGBLL to achieve these goals.
AB - While digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate beliefs about digital gaming to generate skepticism of gameplaying among many educators. Their devaluation of digital game-based language learning (DGBLL) has implications for language learning, not just in terms of skills and attitudes, but in regard to the development of linguistic capital. The purpose of this article is to use the concept of habitus to examine the reasons why educators marginalize DGBLL and the implications of such pedagogic decisions on the development of linguistic capital. Given the emergent empirical base, this contribution adopts a theoretical approach to contextualize observed trends. The article concludes by discussing the importance of teacher-mediated DGBLL for reasons of access and equity before recommending ways of integrating DGBLL to achieve these goals.
KW - English
KW - Inklusion
KW - Lehrergesundheit
UR - https://journals.equinoxpub.com/index.php/CALICO/article/view/35099
U2 - 10.1558/cj.35099
DO - 10.1558/cj.35099
M3 - Journal articles
VL - 36
SP - 19
EP - 38
JO - CALICO Journal
JF - CALICO Journal
SN - 2056-9017
IS - 1
ER -