Schedule: 2009-09-10 (15:00 - 15:45)
Parallel Session 5 (Room A-5)

Title: Developing location aware games for language learning: Mobile city and language guides
Authors: Bente Meyer, Mads Bo-Kristensen
Abstract: This paper focuses on the conceptual and methodological issues involved in designing location aware games for adult language learning. On the basis of an ongoing development project Mobile City and Language Guides, we shall investigate the ways in which learners' engagement and interaction in authentic social environments through mobile technology support language learning. The argument of the paper is that location aware game scenarios for language learning offer new pedagogical links between formal and informal learning environments that support the need of language learners to engage and participate in local environments as social actors. It is the aim of the paper to assess and develop existing research-based connections made between simulations and second and foreign language learning and to apply these to the field of mobile learning.
In the paper we shall argue that location awareness is specifically relevant for learning languages. One of the major challenges for both foreign and second language learning is thinking about how technology can mediate or create connections between the teaching's formal and more informal learning environments. In foreign language learning, it is important to create a connection between, for example, the teaching of French and the real world of interacting as reflected in the environment where French is being used. The same applies to second language learning, however, in second language learning the contextualisation and localisation of language practice is even more significant, as the learner is often aiming at qualifying and deepening his or her identity as a citizen through the second language.
Until very recently, mobile assisted language learning (MALL) activities "mirrored early CALL activities where electronic quizzes, grammar drills and vocabulary lists dominated." (Kukulska-Hulme & Shield 2007: 14). Today, MALL is moving into the field of multimedia and more social constructivist activities combined with the new developments of the internet (Mobile internet and Web 2.0). Mobile gaming, Web 2.0 and Mobile internet enable learners to tie language acquisition and use to a location that is relevant for their particular proficiency.
If we look at game and simulation theory we can argue that games and simulations have been part of language learning for decades as simulation/gaming techniques have proved to be an extremely powerful means of helping people to acquire foreign or language skills (Crookall 2007). However, relatively little research has been done in the use of digital games to support language learning and instruction in local environments. We are proposing that simulation is a game type - and a player experience - that is specifically relevant for language learning, and for the local knowledge that is central to the learner of a second or foreign language.

References

Crookall, D. (2007) Second language acquisition and simulation. Simulation & Gaming 38, 6.

Kukulska-Hulme, A. & Shield, L. (2007) Overview of Mobile Assisted Language Learning: Can mobile devices support collaborative practice in speaking and listening? (Paper retrieved at http://vsportal2007.googlepages.com/, last accessed January 26, 2009)
Keywords: MALL(Mobile Assisted Language Learning), simulation, location awareness

Main topic: Mobile Learning

Biodata: Not provided
Type of presentation Paper presentation

Paper category Research & Development

Target educational sector Adult education

Language of delivery English

EU-funded project No

Schedule:	2009-09-10 (15:00 - 15:45) Parallel Session 5 (Room A-5)
Title:	Developing location aware games for language learning: Mobile city and language guides
Authors:	Bente Meyer, Mads Bo-Kristensen
Abstract:	This paper focuses on the conceptual and methodological issues involved in designing location aware games for adult language learning. On the basis of an ongoing development project Mobile City and Language Guides, we shall investigate the ways in which learners' engagement and interaction in authentic social environments through mobile technology support language learning. The argument of the paper is that location aware game scenarios for language learning offer new pedagogical links between formal and informal learning environments that support the need of language learners to engage and participate in local environments as social actors. It is the aim of the paper to assess and develop existing research-based connections made between simulations and second and foreign language learning and to apply these to the field of mobile learning. In the paper we shall argue that location awareness is specifically relevant for learning languages. One of the major challenges for both foreign and second language learning is thinking about how technology can mediate or create connections between the teaching's formal and more informal learning environments. In foreign language learning, it is important to create a connection between, for example, the teaching of French and the real world of interacting as reflected in the environment where French is being used. The same applies to second language learning, however, in second language learning the contextualisation and localisation of language practice is even more significant, as the learner is often aiming at qualifying and deepening his or her identity as a citizen through the second language. Until very recently, mobile assisted language learning (MALL) activities "mirrored early CALL activities where electronic quizzes, grammar drills and vocabulary lists dominated." (Kukulska-Hulme & Shield 2007: 14). Today, MALL is moving into the field of multimedia and more social constructivist activities combined with the new developments of the internet (Mobile internet and Web 2.0). Mobile gaming, Web 2.0 and Mobile internet enable learners to tie language acquisition and use to a location that is relevant for their particular proficiency. If we look at game and simulation theory we can argue that games and simulations have been part of language learning for decades as simulation/gaming techniques have proved to be an extremely powerful means of helping people to acquire foreign or language skills (Crookall 2007). However, relatively little research has been done in the use of digital games to support language learning and instruction in local environments. We are proposing that simulation is a game type - and a player experience - that is specifically relevant for language learning, and for the local knowledge that is central to the learner of a second or foreign language. References Crookall, D. (2007) Second language acquisition and simulation. Simulation & Gaming 38, 6. Kukulska-Hulme, A. & Shield, L. (2007) Overview of Mobile Assisted Language Learning: Can mobile devices support collaborative practice in speaking and listening? (Paper retrieved at http://vsportal2007.googlepages.com/, last accessed January 26, 2009)
Keywords:	MALL(Mobile Assisted Language Learning), simulation, location awareness
Main topic:	Mobile Learning
Biodata:	Not provided
Type of presentation	Paper presentation
Paper category	Research & Development
Target educational sector	Adult education
Language of delivery	English
EU-funded project	No