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How a deaf boy gamed his way to second-language acquisition: Tales of intersubjectivity

Author

Listed:
  • Tânia Gastão Saliés

    (Universidade do Estado do Rio de Janeiro, Brazil, tanias.salies@gmail.com.br)

  • Priscila Starosky

    (Universidade Federal do Rio de Janeiro, Brazil, priscilastarosky@yahoo.com.br)

Abstract

Taking an experiential approach to language development, this article links gaming to the language development of a 10-year-old deaf child under speech therapy. Specifically, it examines face-to-face interactions between mediators and the child, during 1 year of gaming in clinical encounters. To do so, it codes data by means of interactional variables (intentionality and subjectivity/intersubjectivity) and textual variables (function versus content words). Results show that gaming yielded affordances in the use of strategic behavior and syntax by the child. They also reveal that repetition is a recurrent communicative strategy that contributes to meaning making, culture learning, and discursive involvement. Furthermore, role reversals by the child and the mediators suggest that gaming played a constitutive part in the development of the boy's subjectivity/intersubjectivity—ultimately, in his development of Portuguese as a second language.

Suggested Citation

  • Tânia Gastão Saliés & Priscila Starosky, 2008. "How a deaf boy gamed his way to second-language acquisition: Tales of intersubjectivity," Simulation & Gaming, , vol. 39(2), pages 209-239, June.
    • Handle: RePEc:sae:simgam:v:39:y:2008:i:2:p:209-239
    DOI: 10.1177/1046878107310609
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    References listed on IDEAS

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    1. Doina L. Kovalik & Ludovic M. Kovalik, 2002. "Language Learning Simulations: A Piagetian Perspective," Simulation & Gaming, , vol. 33(3), pages 345-352, September.
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