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¿Eres un Gamer?: Engaging Transnational Children in Game-Ecology Language and Identity Socialization Within the EFL Environment
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Author(s): Steve Daniel Przymus (Texas Christian University, USA)and Alejandro Romo Smith (University of Arizona, USA)
Copyright: 2018
Pages: 22
Source title:
Applications of CALL Theory in ESL and EFL Environments
Source Author(s)/Editor(s): James Perren (Alliant International University, USA), Kenneth B. Kelch (Alliant International University, USA), Jin-suk Byun (Alliant International University, USA), Seth Cervantes (Alliant International University, USA)and Setareh Safavi (Alliant International University, USA)
DOI: 10.4018/978-1-5225-2933-0.ch015
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Abstract
This chapter sheds light on the potential impact of CALL theory and practice on the language and identity socialization of transnational children when educators imagine and promote interaction beyond the classroom. The authors focus specifically on the educational trajectories of 1) children returnees, who were born in Mexico, at some point in their lives moved to the U.S., and then returned to Mexico and 2) international migrants, born and many attended school in the U.S., and then moved to Mexico as a result of repatriation and/or deportation (Zúñiga & Vivas-Romero, 2014). The authors advocate creating blended affinity spaces (Przymus, 2016) at schools where youth can meet and play digital role-playing games, discuss game-ecology literacy development within these spaces, detail the implementation of such spaces in schools, and share game screen shots, blog posts, and the perspectives of transnational students that support this kind of learning within the EFL environment.
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