LINGUIST List 21.3384
Mon Aug 23 2010
FYI: Call for Book Chapters for 'Computer Games'
Editor for this issue: Elyssa Winzeler
Call for Book Chapters for 'Computer Games'
Message 1: Call for Book Chapters for 'Computer Games'
From: Hayo Reinders <infoinnovationinteaching.org>
Subject: Call for Book Chapters for 'Computer Games'
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Computer Games in Language Learning and TeachingEdited by Hayo Reinders
Recent years have seen a growing interest in the pedagogical benefits ofcomputer games. Gee (2003), for example, identified 36 learning principlesin the games he investigated. It is clear that computer games have thepotential to engage learners and to encourage interaction in the targetlanguage. Immersive environments offer learners opportunities for situatedlearning and the adaptive qualities of most games ensure that learners aremotivated to persist in their learning, thus increasing the chance offurther exposure to target language input, and opportunities for output.The use of computer games in language education is based on the premisethat successful learning is integrated into the sociocultural context oflearners’ lives and encourages collaboration and lifelong learning (Lamb &Reinders, 2005). The use of new technologies, and in particular computergames, thus facilitates the bridging of learning within and outside thelanguage classroom.
The potential of computer games, however, has not been investigated muchfrom a second language learning and teaching perspective. Do games reallymotivate learners? Do they actually encourage more use of the targetlanguage? Do they offer opportunities for negotiation of meaning, or focuson form? Do they result in greater uptake and acquisition? Although somerecent studies have started to address these questions (for example deHaan,Reed and Kuwada 2010, Piirainen-Marsh 2009, and Zheng, Young, Brewer andWagner 2009), there is currently no dedicated collection of papers to bringtogether the state-of-the-art in research into game-based learning.
Similarly, for language educators it is not easy to identify the best wayto include game-based learning into the curriculum (either as part ofclassroom or online instruction, or as a self-study complement to suchinstruction). There has not been much exchange of best practice in thisarea. Through the presentation of action research and case studies, it ishoped this volume will better inform language teaching practice about thepotential role of computer games.
Call for Papers
The proposed book will be divided into two parts: the first section willinclude theoretical papers, either giving an overview of theory andresearch or reporting studies into game-based learning. The second sectionwill be more applied in nature and give accounts of the implementation ofgames in language education. All contributions are expected to be groundedin language learning and teaching theory and research. A major publisherhas expressed serious interest in publishing the collection, subject to theusual review process.
Chapters will be between 5,000-7,000 words long and will address informedlanguage teachers and researchers in language teaching, appliedlinguistics, and second language acquisition.
Contributions can cover one or more of the following topics (other,relevant subjects will also be considered):
- The theory of games-based language learning- Studies of games in language education- Language learning and teaching in multi-user virtual environments (suchas Second Life)- The use of MMORPGs in language education- Mobile games- The relationship between situated learning, immersive learningenvironments, and games
Submitting an Abstract
Abstracts should be between 400-600 words and give a clear picture of thesetting(s), the research method (for papers in the first part of the book),the pedagogical context (for papers in the second part), and the mainpoints to be made in the chapter.
Proposals and submission enquiries should be sent to:innovationinteaching.org>
The deadline for the receipt of proposals is September 12, 2010. Allproposals should include the following information:
(i). Full name and title of the author(s)(ii). Professional status (Lecturer, Professor)(iii). Professional address (department, employer, city and country)(iv). Email addresses (home/work)(v). Please attach a short biographical statement of each author (ca.50-100 words).
All proposals will be reviewed and a decision about its possible inclusionis expected to be made within three weeks. Acceptance of your abstract doesnot guarantee inclusion of your chapter in the book, as the final chapterdraft will be subject to further review.
The first draft of the chapters is due on or before January 3, 2011.
Acceptance or rejection of papers is expected to take place within twoweeks after this date. Authors of accepted proposals will be sent furtherguidelines for the development of their chapter in due course. Prospectiveauthors may submit more than one chapter proposal; however, only onechapter can be accepted per individual author.
About the Editor
Hayo Reinders (www.innovationinteaching.org) is Head of Language andLearning Support at Middlesex University in London, and Adjunct Professorat the University of Groningen in the Netherlands. He is Convenor of theAILA Research Network on Computer-Assisted Language Learning and Editor ofInnovation in Language Learning and Teaching, an internationalpeer-reviewed journal dedicated to learner-centred approaches in languageeducation. He was previously founding Director of the English LanguageSelf-Access Centre at the University of Auckland in New Zealand, andVisiting Professor at Meiji University in Tokyo. He has published numerousacademic articles and has authored and edited more than twelve books forteachers, academics, and language learners. He regularly gives plenary andkeynote speeches worldwide in the areas of technology, autonomy, and theuse of computer games in language education.
Linguistic Field(s): Applied Linguistics; Language Acquisition
Page Updated: 23-Aug-2010