Language: Chinese
Level: Intermediate

Language: Spanish
Level: Novice-Low to Intermediate-Low

Language: Spanish
Level: Intermediate-High to Advanced-Low

Langauges: Czech, Dutch, English, French, German, Italian, Japanese, Korean, Polish, Portuguese, Russian, Simplified Chinese, Traditional Chinese, Spanish, Swedish, Turkish Level: Intermediate

Languages: Chinese, Dutch, English, Finnish, French, German, Italian, Japanese, Korean, Portuguese, Russian, Spanish, Turkish
Level: Novice, Intermediate, Advanced

Languages: Chinese, Czech, Dutch, English, French, German, Italian, Japanese, Korean, Norwegian, Polish, Portuguese, Russian, Spanish, Swedish
Level: Novice, Intermediate, Advanced

Languages: Chinese, English, French, German, Italian, Japanese, Norwegian, Polish, Portuguese, Russian, Spanish, Turkish
Level: Novice, Intermediate, Advanced

Languages: English, Spanish
Level: Novice, Intermediate, Advanced

Languages: English, French, German, Italian, Japanese, Korean, Polish, Portuguese, Russian, Spanish, Turkish
Level: Novice, Intermediate, Advanced

Languages: Chinese, English, French, German, Japanese, Spanish
Level: Novice, Intermediate, Advanced

Languages: English, Italian, Polish, Russian, Brazilian Portuguese, Japanese, French, German, Spanish Level: Novice, Intermediate, Advanced

This white paper is an outline of our literacies-oriented framework for developing materials for game-enhanced materials L2 teaching and learning. The framework is applied in white paper #2 and in the materials in section A.

This white paper is an application of the framework for game-enhanced materials development, and is offered as an example set of materials.

This white paper presents a conference talk, with presentation slides and transcript, on how to use social network games in the L2 classroom.

This white paper outlines seven social network games that have potential as language learning tools for intermediate levels in a variety of languages.

This white paper presents a conference talk, with presentation slides and an extensive bibliography, surveying the current state of research in digital games in L2TL.

Abstract: As digital gaming becomes a mainstream, global cultural force, researchers have begun imagining and developing digital games and simulation environments for educational purposes (e.g., de Freitas, 2006; Gee, 2007), as well as critically examining the adaptation of existing commercial games for learning purposes (e.g., Lee and Hoadley, 2007; Nardi, Ly, and Harris, 2007; Steinkeuhler, 2008). While researchers have noted potential applications of various digital games in second and foreign learning and pedagogy (L2LP) (e.g., Purushotma, 2005; Sykes, Oskoz, and Thorne, 2008; Sykes, Reinhardt, & Thorne, 2010; Thorne, 2008; Thorne, Black, and Sykes, 2009), applied linguists have also begun empirical investigation of game-mediated L2LP practices using a variety of heuristics, for example, conversation analysis (Piiranen-Marsh & Taino, 2009), L2 pragmatics (Sykes, 2008, 2009), ecological psychology (Zheng, Young, Wagner, & Brewer, 2009), learner behavior patterns (Sykes, 2010), place-based learning (Holden & Sykes, forthcoming), language socialization (Thorne, 2008), and cognitive load theory (deHaan, Reed, & Kuwada, 2010). The current chapter adds to this body of work by surveying game-mediated L2LP research and proposing a taxonomy grounded on their game-enhanced or game-based nature, and their focus on L2 learning or pedagogy. By exploring the synergetic potentials of these perspectives, we hope to offer both researchers and practitioners a framework for conceptualizing their own work in this emerging, interdisciplinary field.

Abstract: There are several common myths about digital gaming that challenge the young field of digital game-mediated foreign language (FL) teaching and learning. Critics believe, for example, that digital gaming is only a sub-cultural phenomenon, that it is addictive, violent, and anti-social, that games are primarily an American or Japanese phenomenon, and that learning cannot result from play. In the face of current realities, however, these beliefs do not hold. In fact, pioneering research in the young field shows that many digital games can afford FL learning, implicating potential and future opportunities for FL teaching. This article challenges these myths and presents an overview of current research.

Digital games can be categorized according to several typological parameters: platform (computer, console, handheld, browser-based, stand-alone, internet-supported), cost (free, purchased, rented, subscription, freemium), player configuration (single, multiplayer, massively multiplayer), type (traditional, casual, social), and genre (action, adventure, roleplay, strategy, simulation, other). In this guide, we define and discuss these parameters with regards to their application to game-mediated L2TL. The guide is meant as an introduction to these concepts and does not necessarily indicate the only possible division of game types. It is one organizing principle that will be useful for your understanding of the immense variety of digital game types.

This document is designed to be a teacher resource for the use and integration of ARIS in the classroom. It provides research evidence that supports the use of games in the language learning classroom, followed by specific frameworks for implementation and activity design.