Collaborative Game‐play as a Site for Participation and Situated Learning of a Second Language

Dialogic Embodied Action: Using Gesture to Organize Sequence and Participation in Instructional Interaction

“…3 This article therefore contributes to an understanding of learning consonant with practice-based approaches to situated learning (Firth & Wagner, 1997;Lave & Wenger, 1991;LeBaron & Streeck, 2000;Melander & Sahlström, 2009;Piirainen-Marsh & Tainio, 2009;Sfard, 1998). In such frameworks, learning is seen as a collaborative interactional achievement, and this analysis demonstrates how dialogic embodied action functions to advance teaching and learning.…”

International Perspectives on ELT Classroom Interaction

“…Bushnell (2009) reveals how language play emerges and is organised in a beginner's Japanese classroom. Piirainen- Marsh and Tainio (2009) relate the interactional practices of collaborative video-game playing to language learning processes. Jung (2004) traces vocabulary learning of one learner during conversations over a 3-month period.…”

An eco-dialogical study of second language learners' World of Warcraft (WoW) gameplay

“…According to the Eco-dialogical model (Zheng, 2012), second language (L2) learners need to learn to take skilled linguistic action (Cowley, 2013), in order to realize the values of physical, sociocultural and dialogical affordances in the environment. As we embrace skilled linguistic action, we identify with researchers who have considered learning in the wilds of multiplayer games (Gee, 2007;Zheng et al, 2009;Piirainen-Marsh and Tainio, 2009;Squire, 2008;Steinkuehler and Duncan, 2009;Steinkuehler and Williams, 2009;Thorne, 2008;Thorne et al, 2009;Barab et al, 2010), seeking to understand how players accomplish multimodal assembly of L2 resources by learning and enacting the social practices of a community through participating in it.…”

“…This has led to the call for "more widespread pedagogically contextualized research" (Bygate et al, 2009, p. 497). Studies that have taken ecological and dialogical perspectives have avoided the dilemma of generalizability in that they were mainly conducted in the wild and measurements were based on organism-environment (i.e., L2 learner-game environment) couplings (e.g., Zheng et al, 2009;Piirainen-Marsh and Tainio, 2009). In van Lier's (2004) words, ecology "involves the study of context", as well as "the study of movement, process, and action" (p. 11).…”