Chapter published in:
Language Teacher Development in Digital ContextsEdited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 49–66
Chapter 3Gameful teaching
Exploring language teacher identity and agency through video games
The chapter investigates how the identity and agency of a
language teacher are constructed through the use of a suite of videogames
originally designed for vocabulary practice, called ELLE: the EndLess
LEarner. A unique aspect is that the teacher had the rare opportunity to
contribute to the game development and to be one of its first testers in its
multiple versions. Using reflections, autobiographical interviews, and
journal entries, the chapter illuminates how this teacher’s perceptions and
pedagogical values evolved in relation to the game. Her agency as an
instructor, an expert in her discipline, and an emergent gamer were strongly
intertwined. The findings also show that she employed the game as a
technological tool to achieve socially situated goals.
Keywords: teacher identity, teacher agency, gameful teaching, game development
Article outline
- Language teacher identity and agency
- Gameful learning and teaching
- Methods
- Context and data
- ELLE description
- Data collection and participant
- Data analysis
- Findings
- “I used to be very traditional”: Looking back, moving forward
- Intersections between teacher and gamer identities
- Concluding remarks
-
References
Published online: 20 January 2022
https://doi.org/10.1075/lllt.57.03ger
https://doi.org/10.1075/lllt.57.03ger
References
, A. M., Nielsen, R. K., Van Rooij, A. J., & Ferguson, C. J.
, C., & Thomas, L.
, C.
, I.
, A.
, D. J., & , M.
, T. M., Stansfield, M., & Hainey, T.
, P.
, S., Dixon, D., Khaled, R., & Nacke, L.
, A., Bavelier, D., & Green, C. S.
, J. P.
, D., Lachicotte, W., Skinner, D., & Cain, C.
, E. K., Giroux, A. L., Merritt, D., , G., Sousa, S.
In
press). Assessing the impact of game
modalities in second language acquisition: ELLE the EndLess
LEarner
. Journal of
Universal Computer Science, special edition on Immersive
Learning.
, K. E., & , P. R.
, Y., & , C.
, H.
, H., Gao, X., Miller, E., , M., & , G.
, D.
, J.
, G.
, T. E.
, M., & Richards, J.
, M.
, M., Biesta, G., & Robinson, S.
, P., Black, R., Van Es, E., & Warschauder, M.
, J.
, D., Nass, P., & Ruis, A.
, M.
(2018) Creativity
as a lens to frame teachers’ use of games for
learning. In J. Kay & R. Luckin (Eds.), Proceedings
of the 13th International Conference of the Learning
Sciences, (Vol. 3, pp. 1869–1872). Retrieved
on 5 July 2021 from https://drive.google.com/drive/folders/1wTHiZuSn8Wn84Q1WpAL-ihQ6SvaDWP17
, A.
, G., & Richards, J. C.
, S., Kim, S. W., & Kim, N. J.
, S. L.
, A., Pyhalto, K., & Oconnell Rust, F.
, P.
, M., , B., Johnston, B, & Johnson K.
, G.