How to learn languages with video games | YouTube Video

This video discusses how video games can be used for language learning. The creator goes over possible benefits such as making studying fun, simulating immersion, exposure to rare vocabulary, and context-based learning. Dialogue-based games are more helpful than action-based games as they give the learners more exposure to the target language.

Polyglot shocks native speakers in VRChat | YouTube Video

In this video, YouTuber Ikenna, plays the virtual reality game VR Chat. Throughout the video, Ikenna interacts with expert-level speakers of multiple languages. This video showcases the great potential that games have for giving learners contexts to actually use the target language and interact with expert speakers of their target language.

VRChat Etiquette – Unspoken Rules of VRChat | Article

These "unspoken rules" for VRChat cover common game etiquette practices. People often forget that even in virtual reality, they are still interacting with real people. For teachers and learners using this game for language learning purposes, it is essential to be aware of the acceptable and appropriate norms of the community/server one is joining. This is especially important when joining servers for practicing languages, where practicing the acceptable pragmatic/cultural norms is just as important as practicing the language. Understanding digital game norms and pragmatics is also important for language learners as the internet becomes an ever-increasing part of our lives.

VR chat etiquette? | Reddit Post

This is a reddit post covering similar topics of VRChat etiquette. The comments section of the post includes a discussion by players. This would be useful for learners and teachers alike who want to ask questions before playing or simply discuss certain pragmatic points with actual players of the game.

Socializing in VR Chat | Reddit Post

This reddit user discusses how VRChat assisted him in becoming more social. The discussion in the comments is centered on how virtual reality helps a lot for people with social anxiety, which is another important element of the potential use of VR in language classrooms. 

Acquisition can be anxiety-inducing for socially anxious language learners because pragmatics requires using language in situated contexts with real world consequences. Therefore, VR can be especially helpful for learners with low willingness to communicate in the classroom; VR can provide situational contexts with low-stakes yet real consequences for learners to practice their pragmatics.

Learn a Language in VR Scenarios with these Apps | Blog Post

This post reviews current virtual reality games and apps made for language learning. The author discusses the importance of immersion and how VR can make up for a lack in actual communities of practice. These games allow learners to be immersed in specific contexts and use the target language to complete tasks. Using language functions/skills in VR allows learners to connect what they are told about language to actual experiences.

Players Leap Language Barriers | New York Times Article

This article discusses the mobile game Game of War: Fire Age and its potential to translate languages in real time to allow communication between monolingual speakers of different languages. Players in the game provide translations when the automatic system can’t do it, which are then used by the system in the future to assist in future translations. Ideally learners would be using their L2, so it is possible for learners to set the game up to translate into their L2 or to turn off the translator in general. However, there are still benefits from seeing how translations might differ slightly from expert language use, and intercultural pragmatic communication is still present.

Mondly AR: Augmented Reality Language Learning | Mobile Game

Mondly AR is a mobile augmented reality language-learning game. It uses mobile phones as a lens for augmenting reality. This game assists in learning a language by adding random objects, such as animals, into a nearby space that can be viewed through the phone. The game also provides "real-life" conversation with their AI bot, "Mondly". The AI uses gestures and facial expressions along with the target language to create dynamic interactions. It also gives instant feedback on pronunciation. This app could be a possible language learning game that could be implemented into classroom instruction.

Using MMOGs for Language Learning | YouTube Video

This video from the CASLS center at the University of Oregon explains how one can use MMOGs for language learning. A step-by-step guide is included on how to get started, from finding a game that has players who use the target language, to learning the game through guides in the target language, to observing other players' language use, and finally playing along using the target language!

Live Game Chat | Meme

This is a meme depicting multilingualism in the gaming community. It shows how gaming can be a great context for learners to have exposure to different languages as well as how they can use their L2s to express themselves in communicative ways.

Fanfic Etiquette? | Reddit Post

This reddit user requested information about etiquette for fanfic websites, asking questions such as:

• Is it considered lame to reply to reviews?
• Is it creepy/stalkery to leave kudos or comments on the same "fic"?
• Do you want to know if you made a grammar mistake?

These questions demonstrate how even websites such as fan fiction sites have their own pragmatics and appropriate discourse skills. The use of words such as lame or creepy show that the reddit user is considering the perlocutionary effects of their writing, or how they will be perceived by others in the community. This is an example of how participating on these sites can be helpful for practicing writing skills, especially if people point out grammar mistakes, as the comments on the post imply.

Learning by playing: serious game teaches intercultural skills | YouTube Video

This YouTube video showcases a game being used by the ESCP Europe Business School to teach students intercultural skills. In this case, it specifically teaches intercultural management and workplace skills, which are still pragmatic skills that language learners must learn as well. Video game usage provides versatility for teaching intercultural communication skills.

Ikenna | YouTube Channel

This channel was created by a man who enjoys learning languages. He currently knows 7 languages, makes videos about playing video games, and interacts with speakers of other languages. He is currently creating his own language learning game. In his videos, he utilizes his language skills to have intercultural, multilingual interactions. In doing so, he is also learning pragmatic skills required to speak in those languages. By speaking with expert speakers of languages, he refines his own language skills.

Is It Possible To Learn A Language Playing Video Games? | Article

This article discusses the use of video games for language learning. Video games provide in-context learning, repetition, and listening and reading practice. They often have related digital spaces where  people interact with those who speak the target language (online forums, message boards, etc.). The article describes in detail different gaming platforms and how to get access to games in a target language, as well as specific games and their language options.

Learn or Die! 5 Epic Ways to Learn Languages by Playing Video Games | Blog Post

This blog post discusses how one can learn languages with video games. However, this one focuses heavily on popular commercial games such as Call of Duty and Borderlands. Although it includes apps and children's games, the article focuses heavily on commercial games, their available languages, and why learners might be interested in them.

Escape From Byru’Moxia | Online Game

This game focuses on intercultural competence and uses a game-like narrative to teach learners how pragmatic factors such as power, social distance, and severity might show up in language use. By playing, learners become aware of how these dynamics present themselves in everyday communication. Players solve puzzles related to these pragmatic factors to be able to move forward in the game, which helps them learn appropriateness of language choices based on illocutionary and perlocutionary effects.

Communication and Autism | Image

This illustration provides a reference point for many of the possible things going on inside the head of a neurodivergent individual (in this case, particularly an autistic individual) during the act of communication. Some of these things include trying to maintain eye contact, providing unrelated answers questions that seem pragmatically straightforward on the part of the neurotypical speaker (creating pragmatic mismatching), attempting to process what kind of answer the speaker is looking for, thinking about the answer they gave (some hints of possible fixations are included here), attempting to interpret gestures, body language, and expressions (which can be difficult for many neurodivergent individuals, particularly those on the autism spectrum), and attempting to decide on appropriate gestures of their own (while avoiding inappropriate ones).

Neurodiversity – the key that unlocked my world | YouTube Video

Elisabeth Wiklander discusses her experience as a neurodiverse person. She was diagnosed with Asperger's at the age of 28, which gave her clarity about her behavior and thought processes.In terms of communication, Wilkander describes how she has a direct communication style and often misinterprets sarcasm and the subtleties of conversation. For Wiklander, a diagnosis helped her learn how to navigate the world, but she couldn’t have reached her full potential without the support of the people around her. She argues that compassion, tolerance, and acceptance are necessary in order to support neurodiversity and help people thrive. This resource describes some of the problems that many neurodivergent people have with indirectness and sarcasm. It also reiterates the idea that compassion and respect are needed for effective communication

Accommodations | Image

This is an illustrated statement made by an autistic individual on the importance of communication between neurotypical and neurodivergent individuals being a two-way street. In other words, it is important that the neurotypical individual make accommodations, too, in order for there to be coconstruction between the two parties. As the statement points out, neurodivergent individuals are generally expected to make accommodations, while neurotypical individuals are generally free to decide whether they choose to make accommodations or not.

Learning Each Other’s Language | Article

Susan Wilczynski discusses what she has learned from her friend, Mary, about effective communication between neurodiverse speakers and neurotypical speakers. She explains that in order to avoid misunderstandings, both parties need to show mutual respect, build trust, and understand that misinterpretations will still happen. She also talks about the need for direct communication because people with autism often have very literal minds. 

How a conversation can help change the world | YouTube Video

Helen Needham is an autistic neurodiversity advocate. She describes her life as being part of a neurodiverse family.  She founded Me Decoded, a website built to connect neurodivergent people and allies through blog posts. In her talk, Needham explains that it is important to embrace neurodiversity in the community and in the workplace because it will encourage change for the better. And, in order to do that we need to make small changes and understand that accommodations are necessary in order to support the people around us. Needham’s TED Talk emphasizes the idea that small changes by neurotypical people can ameliorate misunderstandings.

Accommodation Comic | Image

This graphic illustrates why it is so important for neurotypical individuals to accommodate neurodivergent individuals in interaction and communication. Neurodivergent individuals spend their whole lives making accommodations for a predominantly neurotypical (or neurotypically biased) world. As such, they generally do most of the accommodation and, for healthy communication and co-construction, neurotypical individuals must do their part and meet them halfway. This graphic also includes some of the neurotypical expectations often imposed on neurodivergent individuals.

What it feels like to be autistic | YouTube Video

This video is presented by Temple Grandin, a well known individual with autism who gives a view into the perspective of life from the point of view of a neurodivergent individual. She discusses her visual processing, mental categorization, and her logical focus. She also discusses the autism spectrum and the ways in which that presents and how life for an autistic individual can be difficult due to misunderstanding and miscommunication as well as social stigmas. 

Best practices for communicating with neurodiverse employees | Article

This webpage is written for employers. It provides advice on how to communicate with neurodivergent employees and create inclusiveness for everyone. The four main pieces of advice are to “communicate clearly with straightforward language”, “embrace the honesty”, “Pace the flow of information”, and to “be mindful of sensitivities”. This article provides clear information about communication, focusing on the responsibility of the neurotypical speaker.

Dear Parents: Your Child With Autism Is Perfect | Article

“The desire to be perceived as successful, sociable and in control harms society and alienates us from one another. Yet people are more likely to silence the person with autism for screaming for help than they are going to listen.” This is a quote directly from the article which touches on some of the communication-based issues that this source was chosen for. While this article is mostly a message to parents of autistic children on the positive traits of their neurodivergent children, there are aspects of neurodivergent communication contained within which can also be used by neurotypical individual who is not the child’s parent (or even in relation to an adult) in order to help build understanding and compassion for these alternative points of view.

Communication between the Neurodiverse and the Neurotypical | Blog Post

Dr. Maricia Eckerd provides advice on communication between neurodivergent people and neurotypical people. Eckerd explains that many neurodivergent people might misinterpret the meanings behind indirect phrases because they have literal minds. Even with mutual caring and love, misunderstandings will happen. She provides neurotypical individuals with the following advice “Getting past the communication barrier might first fall on the neurotypical to be clear and listen to the response of the neurodiverse person; experiencing respect and acceptance rather than blame can make it less tense and easier for the neurodiverse person to communicate as well.”. This article provides support for the need for directness and the need for accommodation.

9 Things Autistic People Want You to Know About Communication Differences | Article

Ellen Stumbo discusses some of the common problems people with autism have with communication and what neurotypical people can do to help. Stumbo collected responses from the neurodivergent community at The Mighty into a list of nine of the most common responses. Perhaps most relevant for this project is that many of the respondents expressed the need for directness and clarity, their literal mindsets, and the need for patience within a conversation. 

Everyday Asperger's | Image

This is a statement by an individual with aspergers (a mild form of autism) on the difficulties that they face in communication and interaction with neurotypical individuals. They discuss what makes them uncomfortable, how they tend to get nervous, and the need they feel to try to mimic and fit in with the situation in order to pass a neurotypical, just to be able to survive a conversation. The statement also mentions what the neurotypical individual might do that could make the situation more difficult for the neurodivergent member(s) of the conversation. These suggest some very easy to implement changes in practice on the part of a neurotypical individual when interacting with a neurodivergent individual.

The Double Empathy Problem: Developing Empathy and Reciprocity in Neurotypical Adults | Article

This blog post does not deal with language directly, but it calls attention to the double empathy problem. This theory essentially states that two people with very different experiences will have difficulties empathizing with one another. The author, Ryan Boren, asks neurotypical individuals to make an effort to empathize with the neurodivergent perspective by listening to their stories. Boren has also written posts in which he gives advice about developing empathy (https://multiculturalyou.com/2020/06/22/direct-and-indirect-communication-styles/).

Emperor’s New Groove | Meme

This is a funny little meme regarding the point of view of neurodivergent individuals going into social situations. In the original form of this meme (the scene from The Emperor’s New Groove) the discussion involves an approaching waterfall with probable rocks at the bottom that the protagonists are about to go over. In the meme, the dreaded waterfall in the need for the neurodivergent individual to socialize and the lethal rocks are the issues that the neurodivergent individual faces when trying to fit into a neurotypical discussion. Nevertheless, both the original and the meme form end with the speaker mentally preparing themselves and taking on the difficult situation.

A Beginner’s Guide to Being Blunt | Article

This essay gives a brief overview of how to be more direct and straightforward. Written for a wide audience, it frames the suggestions as being useful in a wide variety of situations. This is key as it is important to remember that directness is not a skill only, or even always, best used between neurodivergent and neurotypical speakers. This essay makes a case for straightforwardness as a skill and discusses some ways it can be used and why. This is a good opening resource for understanding directness and can be a good tool when discussing neurodivergent conversation.

 An Anthropology of Indirect Communication (ASA Monographs) | Book

This book focuses on indirect communication. An understanding of this can both help to understand more direct speech, how indirect and direct speech work, and how to make accommodations and create a shared understanding for both neurodivergent (such that each individual is capable of such abstraction as this will vary extensively) and neurotypical individuals.

Employment for Individuals with Asperger Syndrome or Non-Verbal Learning Disability: Stories and Strategies | Book

While this book focuses predominantly on the workplace, such skills can be implemented for better neurotypical-neurodivergent communication and supportive environments under a variety of different scenarios. There is a considerable amount of research that has been done in recent years about neurodivergence as a tool in the workplace and this has gone a long way to filling in a historically underrepresented field for neurodivergent research, as well as being more widely applicable. This book takes the perspective of skills that can be used by the neurodivergent individual, but it can also be used to foster a better understanding on the part of a neurotypical employer on the barriers and difficulties that might be faced by their employees. This book also discusses when and how to use metapragmatic processes in the workplace and when and how to discuss the employee’s neurodivergent needs.