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Non-Native English Speakers' Multiliteracy Learning in Beyond-Game Culture: A Sociocultural Study
The popularity of video games carries implications in game players' first (L1) and second language (L2) literacy. Based on the sociocultural theory and the New London Group's multiliteracies, non-native English speakers' asynchronous computer-mediated communication (CMC) in beyond-game culture was analyzed to identify their traditional and new literacy learning moments. Discourse analysis of their CMC interactions presented multimodal, multilingual, multicultural as well as traditional literacy learning from participation in beyond-game affinity space, which had educational implications for L1 and L2 literacy learning. Teachers as well as researchers need to consider how to bridge these emerging literacy practices to an existing literacy curriculum.
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More about this material
- Material Type:
- Open (Access) Journal-Article
- Date Added to MERLOT:
- July 16, 2014
- Date Modified in MERLOT:
- May 23, 2018
- Author:
- Dongwan Ryu, State University of New York at Albany
- Submitter:
-
Barbra Bied Sperling
- Primary Audience:
- College Lower Division, College Upper Division, Graduate School, Professional
- Mobile Compatibility:
- Not specified at this time
- Technical Requirements:
- Adobe reader or web browser
- Language:
- English
- Cost Involved:
- No
- Source Code Available:
- No
- Accessibility Information Available:
- No
- Creative Commons:
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This work is licensed under a Attribution-NonCommercial-ShareAlike 3.0 United States
