Pixels and personas: Exploring immigrants’ linguistic identity in gaming literacy

Abstract

In light of increasing immigration trends, understanding the educational implications for ESL classrooms is crucial. This study underscores the often-overlooked role of gaming literacy within the broader multiliteracies framework, offering insights into its potential to support immigrant integration while preserving linguistic identities. By delving into the interplay between gaming literacy, immigrant identity, and sociolinguistics, ESL curriculum development and inclusive practices within immigrant communities should occupy a significant place in research (Cummings, 2000). These findings hold significant implications for addressing linguistic barriers, reshaping ESL pedagogy, and promoting digital literacy to foster inclusion and belonging among immigrant populations. This research investigates how video games influence identity formation and linguistic adaptation within English-speaking host societies by exploring the intersection of gaming literacy and immigrant integration. By addressing the research question, "How does gaming literacy influence identity formation and integration processes among immigrant communities, and what role does it play in shaping their cultural and linguistic adaptation within the English-speaking host society?" the aim is to uncover how gaming literacy may serve as a tool for preserving linguistic identities while facilitating integration. Examining the benefits and drawbacks of video games for ESL students, their impact on linguistic and cultural identities, and their integration with other digital literacies is to elucidate how gaming literacy can enhance language learning and foster a sense of belonging.