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Educational assumptions shape skepticism toward digital game-based language learning (DGBLL), affecting more than skills and attitudes: they also influence the development of linguistic capital. The article uses habitus to explain why educators marginalize DGBLL and analyzes implications for linguistic capital, recommending teacher-mediated integration for access and equity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/playing-by-their-rules-why-issues-of-capital-should-influence-digital-game-based-language-learning-in-schools-article/595765/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/playing-by-their-rules-why-issues-of-capital-should-influence-digital-game-based-language-learning-in-schools-article/595765.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do educators show skepticism toward digital game-based language learning (DGBLL)?","Question",{"text":112,"@type":113},"Beliefs about schooling and leisure mediate attitudes toward digital gaming, leading many educators to devalue DGBLL.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does DGBLL relate to linguistic capital?",{"text":117,"@type":113},"DGBLL can support the acquisition of legitimized linguistic capital, and educators’ marginalization may limit learners’ access to it.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical lens does the article use to analyze educators’ behavior?",{"text":121,"@type":113},"The article uses the concept of habitus to examine why educators marginalize DGBLL and the implications for linguistic capital development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595765,1792876032,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico journal (online) issn 2056–9017  \nArticle  \nPlaying By Their Rules: Why Issues of Capital (Should) Influence Digital Game-Based Language Learning in Schools  \nCarolyn Blume  \nAbstract  \nWhile digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate beliefs about digital gaming to generate skepticism of gameplaying among many educators. Their devaluation of digital game-based language learning (DGBLL) has implications for language learning, not just in terms of skills and attitudes, but in regard to the development of linguistic capital. The purpose of this article is to use the concept of habitus to examine the reasons why educators marginalize DGBLL and the implications of such pedagogic decisions on the development of linguistic capital. Given the emergent empirical base, this contribution adopts a theoretical approach to contextualize observed trends. The article concludes by discussing the importance of teacher-mediated DGBLL for reasons of access and equity before recommending ways of integrating DGBLL to achieve these goals.  \nKeywords: digital game-based language learning; linguistic capital; digital inequality; digital divide; habitus  \nIntroduction  \nDespite the supposed universality of digital gaming (ESA, 2015), emerging evidence suggests that, as a group, pre-service and in-service teachers engage in  \nAffiliation  \nLeuphana University Lüneburg, Germany.  \n[email: cblume@leuphana.de](email: cblume@leuphana.de)  \ncalico journal vol 36.1 2019 19–38 [https://doi.org/10.1558/cj.35099](https://doi.org/10.1558/cj.35099)  \n©2019, equinox publishing   \n20 Playing By Their Rules  \nless gameplay than their peers. As Kenny and McDaniel (2011) point out, this trend challenges the assumption that “just because up-and-coming teachers have been brought up in the digital age, they are automatically familiar with, disposed to using, and have positive ideas about … games” (p. 200) . Instead, the accumulating evidence suggests just the opposite—namely, that future and beginning teachers are disinclined to utilize digital games. A new type of “digital divide” is emerging, predicated not on material access as it is meant in the original sense, but on attitudes (cf. Selwyn, 2004). Where the lines of this divide stretch is not entirely clear, but digital gaming—a category that includes an array of objects and activities1—seems to fall on one side of this fault.  \nThe role of English both on-and offline makes this state of affairs particularly relevant for teaching EFL. There is substantial research documenting the salutary effects of digital game-based language learning (DGBLL) in terms of language skills, motivation, and opportunities for meaningful interaction (Peterson, 2013) . Moreover, utilizing DGBLL could enable access not just toa body of knowledge and favorable attitudes; it could facilitate the development of cultural capital more generally, and linguistic capital, i.e., knowledge of language that mediates access to symbolic power (Bourdieu, 2011), more specifically. However, without guidance by educators as informed practitioners, a lack of gameplaying literacy creates a new kind of digital divide that has the potential to deepen socioeconomic disparities by limiting the acquisition of legitimized linguistic capital and devaluing learners’ extramurally acquired linguistic capital.  \nDrawing on themes already under consideration in foreign language pedagogy, research on game-based learning, and studies of access and equity, this contribution proposes that DGBLL is an essential element of K-12 EFL instruction in high income countries (cf. Fantom & Serajuddin, 2016) because of its potential to mediate differentials in students’ linguistic capit","cbCaig4ND12f6b0u","https://ap.wps.com/l/cbCaig4ND12f6b0u","pdf",444647,"English","# Introduction\n## Teachers’ digital gaming and DGBLL practices among teachers\n## Digital divide and attitudes toward gameplaying\n## Implications for access, equity, and linguistic capital","[{\"question\":\"Why do educators show skepticism toward digital game-based language learning (DGBLL)?\",\"answer\":\"Beliefs about schooling and leisure mediate attitudes toward digital gaming, leading many educators to devalue DGBLL.\"},{\"question\":\"How does DGBLL relate to linguistic capital?\",\"answer\":\"DGBLL can support the acquisition of legitimized linguistic capital, and educators’ marginalization may limit learners’ access to it.\"},{\"question\":\"What theoretical lens does the article use to analyze educators’ behavior?\",\"answer\":\"The article uses the concept of habitus to examine why educators marginalize DGBLL and the implications for linguistic capital development.\"}]","Playing By Their Rules - Why Issues of Capital (Should) Influence Digital Game-Based Language Learning in Schools - Article | PDF",1792081818]