Inclusive digital games in the transcultural communicative classroom | Culture and communication in digital worlds

Author(s): Carolyn Blume

Year of publication: 2021

Keywords: Inclusive games, Gender, Sexuality, EFL, Queer identities, Transcultural communicative competence, Analytical play, Identity development, LGBTQIA+ inclusion, Language learning, Game-based pedagogy

Methodology/Sample: Analytical play/_

Reference: Blume, C. (2021). Inclusive digital games in the transcultural communicative classroom. ELT Journal, 75(2), 181-192. https://doi.org/10.1093/elt/ccaa084

Abstract

Incorporating inclusive games and game-related tasks enables learners to explore issues of gender and sexuality in the EFL classroom, while simultaneously developing competences relevant specifically to language learning. Carefully selected and didactically prepared games and gaming activities that highlight marginalised genders and sexualities can facilitate reflection of learners’ own identities. In including these games, teachers contribute to a better understanding of alternative identities and cultures that are created and shaped in online and offline worlds, and where transcultural communicative competence is required to navigate these settings. This article, relying on insights drawn from analytical play, discusses how gameplaying that thematically centres queer personae can foster identity development as an essential aspect of transcultural communicative competence. It also highlights ways in which teachers can utilize games in the EFL classroom to facilitate the inclusion of language learners who are lesbian, gay, bisexual, transgender, queer/questioning, inter- or asexual (LGBTQIA*).

> Summary

The paper discusses how inclusive games can facilitate exploration of gender and sexuality in EFL classrooms.
It emphasizes the importance of transcultural communicative competence in navigating diverse identities.
The use of LGBTQIA* themes in games fosters identity development among learners.
Teachers are encouraged to incorporate carefully selected games to enhance understanding of alternative identities.
The research highlights the pervasive nature of heteronormativity in existing EFL materials.

> Problem statement

The paper discusses the pervasive issue of heteronormativity in EFL materials and informal contexts, marginalizing non-heterosexual identities.
It highlights the invisibility of diverse identities in digital games and EFL curricula, perpetuating stereotypes.
The research emphasizes the need for inclusive games to foster understanding of alternative identities and cultures.
It addresses the challenge of incorporating digital games in EFL classrooms due to potential resistance from educators.
The paper notes that while games increasingly address LGBTQIA* themes, they often overlook intersectionality and other identity aspects.

> Methods used

The paper employs analytical play to explore the use of digital games in the EFL classroom.
It discusses incorporating inclusive games to facilitate identity exploration among learners.
The research highlights the use of selected vernacular digital games as multimodal texts.
It emphasizes game-related activities as multiliteracy practices to broaden the curriculum.
The study advocates for critical approaches to explicate games as multimodal texts.

> Practical implications

Incorporating inclusive games helps learners explore gender and sexuality issues in the EFL classroom, enhancing language learning competences.
Teachers can utilize games to facilitate understanding of alternative identities and cultures in both online and offline settings.
Teaching metalinguistic strategies aids learners in managing unwelcoming online spaces, promoting effective communication.
Games featuring LGBTQIA* characters provide visibility and recognition for queer learners in educational contexts.
Empirical studies show that gameplay contributes to vocabulary growth and communicative competence in transcultural realms.
Addressing traditional language skills alongside gaming can enhance language learning and identity representation.
Engaging with game narratives fosters perspective-taking and specific language skills among learners.