Driven by their affinity to popular culture, fans frequently engage in linguistic practices that may be conducive to language learning. This study seeks to find out how a group of Catalan-speaking gamers decided to start producing fan translations of video games from English into Catalan. Based on a digital ethnography (online interviews and observation of the group’s activity), two types of analysis were conducted: a content analysis for recurrent trends and a focused analysis of internal metalinguistic discussions on the quality of translations. Results indicate that fan translators (1) organize hierarchically with set roles and functions, (2) curate their group identity and care for the promotion of Catalan as a vehicle for cultural production, (3) learn language incidentally in three ways: while translating (ensuring the comprehension of English and the linguistic quality and creativity of the transfer into Catalan), through sharing language doubts with their peers on their Telegram group and dialogically agreeing on pragmatically acceptable English-Catalan translations, and through metalinguistic discussions on translation tests received from potential new members. The study resonates with a novel subfield in computer-assisted language learning: language learning in the digital wilds, which might be fertile ground for studies on incidental and informal language learning online. The study may also serve as inspiration for effective integration of translation into language classrooms in a manner that bridges vernacular fan translation and pedagogic translation, considering the importance of metalinguistic discussion for language learning and the sociocultural dimension of both translation and language learning.

Since first contact with Europeans, Native American nations have strived to maintain and strengthen their sovereignty. Yet, non-Native individuals and groups, as well as federal, state, and local governments, continue to challenge this sovereignty. Despite the critical importance of sovereignty, the only academic study focused on U.S. public attitudes toward Native nation sovereignty predated the rise of Native nation gaming and relied on samples from three universities. In our study, we surveyed over 2000 White Americans from across the United States to examine attitudes toward Native nation sovereignty. Of the many factors that may influence these attitudes, we focused on three: belief in “the casino Indian” stereotype, the perception that Native American interests conflict with the interests of Whites, and the presence of Native nation gaming in participants’ states.

We find two significant models predicting attitudes towards Native nation sovereignty. First, greater endorsement of the casino Indian stereotype is associated with more negative attitudes toward Native nation sovereignty. This relationship is explained, at least in part, by the perception that Native American interests conflict with the interests of Whites. That is, the more White participants endorsed the casino Indian sterereotype, the more apt they were to believe that their interests conflict with Native Americans, which in turn is related to more negative attitudes towards Native nation sovereignty. The second model revealed that the presence of Native nation gaming in the participant’s state has important indirect implications for attitudes towards Native nation sovereignty. Specifically, White participants living in states with Native nation gaming are more likely to endorse the casino Indian stereotype, which is related to greater perceived conflict of interest with Native Americans, and, ultimately perceived conflict of interest is associated with more negative attitudes toward Native nation sovereignty. We situate our findings relative to group position theory and discuss practical implications for Native nation sovereignty.

With ongoing consequences for American Indians, the New World Indian has been a pervasive figure of constitutive exclusion in modern theories of money, property, and government. This paradoxical exclusion of indigenous peoples from the money/property/government complex is intrinsic to, and constitutive of, modern theories of money. What is more, it haunts the cultural politics of indigenous peoples’ economic actions. In Part I, I establish that, and how, indigeneity has been constitutively present at the foundation of modern theories of money, as Europeans and settlers defined indigenous peoples in part by the absence of money and property (of which money is a special form). In turn, and more to the point here, they defined money and property in part as that which modern non-indigenous people have and use. These are not solely economic matters: the conceptual exclusions from money/property were coproduced with juridical ones insofar as liberal political theory grounded the authority of modern government in private property (and, in turn, in money). To show how this formation of money and indigeneity has mattered both for disciplinary anthropology and for American public culture at several historical moments, Part II traces how the dilemmas expressed by these texts haunt subsequent debates about the function of wampum, the logic of potlatch, and the impact of tribal gaming. Such debates inform scholarship beyond the boundaries of anthropology and, as each case shows in brief, they create harms and benefits for peoples in ways that perpetuate the (il)logics and everyday practices of settler colonialism.

The implementation of China's reform era target-based cadre evaluation system has instigated various types of gaming behaviour on the part of local officials. How do these gaming strategies differ from each other? Why do local officials sacrifice the public interest for target fulfilment in some cases but not in others? This article argues that gaming is not monolithic and should not be treated as such. It develops a typology that distinguishes between pernicious and benign gaming, and looks into the symptoms and motives of pernicious gaming in particular. It finds that the distinct design of the measurement system – the combination of result-oriented targets imposed from above and high-powered incentives for target fulfilment – induces pernicious gaming. In addition, the system's implementation practically compels local officials to misrepresent their performance, even though they are aware of the negative impact of such behaviour on the public interest. This study shows that to understand the strategies, motivations and implications of gaming better, a more nuanced approach is needed.

The article reports on a mixed-methods study evaluating the use of a three-dimensional digital game-based language learning (3D-DGBLL) environment to teach German two-way prepositions and specialized vocabulary within a simulated real-world context of German recycling and waste management systems. The study assumed that goal-directed player activity in this environment would configure digital narratives, which in turn would help study participants in the experimental group to co-configure story maps for ordering and making sense of the problem spaces encountered in the environment. The study further assumed that these participants would subsequently rely on the story maps to help them structure written L2 narratives describing an imagined personal experience closely resembling the gameplay of the 3D-DGBLL environment. The study found that immersion in the 3D-DGBLL environment influenced the manner in which the second language was invoked in these written narratives: Participants in the experimental group produced narratives containing more textual indicators describing the activity associated with the recycling and waste management systems and the spaces in which these systems are located. Increased usage of these indicators suggest that participants in the experimental group did indeed rely on story maps generated during 3D gameplay to structure their narratives, although stylistic and grammatical features of the narratives suggest, however, that changes could be made to the curricular implementation of the 3D-DGBLL environment. The study also puts forward ideas for instructional best practices based on research findings and suggests future areas of development and investigation.

This exploratory study investigates the linguistic and social interaction of four intermediate EFL learners during game play in a massively multiplayer online role playing game (MMORPG). Twelve illustrative episodes drawn from the participants’ text chat, collected in four 70-minute sessions held over a one-month period, are analyzed from a sociocultural perspective. Qualitative analysis reveals the presence of interactional features associated with the development of sociocultural competence. Throughout this study the learners successfully engaged in collaborative social interaction involving dialogue, conducted exclusively in the target language. Participants made appropriate use of politeness involving greetings, informal language, small talk, humor, and leave-takings, as a means to support the operation of collaborative interpersonal relationships. These relationships appeared based on reciprocity, friendship, and teamwork. They were effective in facilitating the creation of a low stress atmosphere characterized by social cohesion that was conducive to co-construction, and the consistent production of coherent target language output. The data indicates that the learners were able to jointly establish, and maintain, states of intersubjectivity through the use of continuers, and requests for assistance relevant to in-game tasks. Learner feedback was positive, and suggests that although the participants found the game play challenging, as this research progressed they became increasingly comfortable as their familiarity with the game increased. Aspects of participation identified by the learners as beneficial included opportunities for risk-taking, enhanced fluency practice, and exposure to vocabulary not normally encountered in regular language classes. The analysis suggests that the game provided access to an environment conducive to forms of collaborative target language use and social interaction identified as beneficial in the sociocultural account of language development.