Neag School of Education

Applying Communicative Project theory (Linell, 2009), we identify and distinguish between the different coordination and language activities that emerged during an episode of World of Warcraft (WoW) gameplay involving English Language learners (ELLs). We further investigate ELLs’ coordinations between killing and caring, self and others, in which language and action arise. Using multimodal analysis, we found: 1) a diverse tapestry of communicative activities unlikely to match what would be found in a classroom environment; 2) that the values realizing involved in killing (a typical action in WoW) demonstrates a strong covariate tie with caring; and 3) that players’ values realizing is multi-layered, heterarchical and dynamic at a given time and space of situated interaction. We conclude by making suggestions for 1) the design of learning environments based on affordances for coaction and rich communicative activities and 2) the reconceiving of language learning as skilled linguistic action (Cowley, in press) grounded in situated learning and participation in intercultural, technology-mediated L2 networks.

This exploratory research proceeds from the perspective that language is ecological and dialogical. We examined variables derived from eco-dialogical coding of an episode of World of Warcraft play involving three English learners. According to the Eco-dialogical model (Zheng, 2012), second language (L2) learners need to learn to take skilled linguistic action (Cowley, 2013), a process of realizing the values of physical, sociocultural and dialogical affordances in the environment. We employed Multinomial Logistic Regression to determine which of our variables were predictors for three types of values realizing; namely, wayfinding orienting to sociocultural norms and synergized values realizing of both wayfinding and orientation to sociocultural norms. The model we developed suggested that when communicative projects collectively entailed players’ a) verbalizing with synchronized avatar action, b) attending to game rules and c) coordinating in anticipation of good future prospects, players were more likely to realize both values realizing types synergistically. In other words, players' skilled linguistic action of prospective coordination, combined with multimodal languaging and constrained by WoW game rules, together, were more likely to lead to dual values realizing. This finding suggests that dual values realizing evokes connections between real-time first-order physical movements and multimodal languaging with situation transcending practices (Linell, 2009) which are second-order rules, and other sociocultural and linguistic norms. Coupling this finding with our Eco-dialogical unit of analysis, communicative projects, we suggest that these language learners developed co-agency. We conclude that our model should be tested in future studies that seek to illuminate the contribution of a new Eco-dialogical understanding of L2 learning and the potential for learners to have high quality languaging experiences in multiplayer 3D game environments and other social semiotically rich contexts.

In this study of affordances for second language (L2) learning in World of Warcraft (WoW) group play, we compared three gameplay episodes spanning a semester-long course. Applying multimodal analysis framed by ecological, dialogical and distributed (EDD) views (Zheng and Newgarden, forthcoming), we explored four English as a second language learners’ verbalizations and avatar actions. Players learned to take skilled linguistic action as they coordinated recurrent WoW gameplay activities (questing, planning next moves, traveling, learning a skill, etc.). Frequent activities matched Common European Framework of Reference (CEFR) speaking proficiency descriptors, used widely in L2 teaching and learning (L2TL), providing evidence that players engaged in the types of communicative activities interaction-oriented classroom approaches develop. However, in the WoW context, interactions were not planned, but emerged as players dynamically directed the course of play. Furthermore, modalities of avatar-embodiment and conversing over Skype allowed players to flexibly integrate language and actions to
co-act toward game goals, discuss non-game topics during play, or demonstrate comprehension with avatar actions alone, an affordance for less verbal players. This research builds on previous
work (Zheng, Newgarden & Young, 2012) relating WoW’s multiplayer activities and L2 learners’ skilled linguistic actions. We refer to Chemero’s (2009) model of the animal-environment system to explain how L2 learners develop abilities to take skilled linguistic action by acting on affordances in WoW. The EDD framework presented may enable other researchers to account for more of the complexities involved in L2 learning in multimodal, multiplayer virtual environments.

This paper explores how novice charter school teachers' professional identities were shaped by their
histories, views of teachers and teaching, preparation, and teaching experiences. Participants tended to
view teaching in traditional public schools as lacking cache and rigor. Constructing a professional identity
as highly skilled, dedicated, and deserving of stature, participants sought institutions they felt were
aligned with this identitydcharter schools. While participants' initially perceived their charters as
structured and coherent, over time they struggled to hold multiple identities (e.g., parent and teacher)
and later questioned the sustainability, intensity, and efficacy of their and their colleagues' efforts.