Acceso usuarios
Aniko Hatoss
With the development of information technology, bilingual children growing up in transnational families increasingly connect with their heritage language across geographical locations using online tools. However, the actual use of online game play as a heritage language learning tool in such translocal and transnational contexts is relatively unexplored. This paper aimed to address this gap through a single case study of a heritage language learner engaging in online game play connecting with native speakers of his heritage language (Hungarian). The data includes audio-recorded and transcribed online game episodes taken from two different game contexts: (i) Minecraft and (ii) online chess. The paper uses narrative methods and positioning theory to analyse how game participants navigate across the story world and the interactional world during play. The analysis of the narrated game play provides an insight into the interactional features and affective dimensions of online game play. The findings demonstrate that online games create a safe and motivating environment where the heritage language learner receives rich linguistic input. The study concludes outlining the key benefits of online game play for heritage language learners.
