Jonathon Reinhardt
Biographic Data
| ID | 5435672 |
|---|---|
| NAME | Jonathon Reinhardt |
| GIVEN NAMES | Jonathon |
| FAMILY NAME | Reinhardt |
| SIGNATURE | REINHARDT J |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0003-4571-7008 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Digital games and gaming in language learning and teaching
As digital or video gaming has grown in popularity around the globe in the last few decades, attention to its potential as a means to learn L2s (second, foreign, or additional languages) has grown, as evidenced by an increase in academic journal-based treatment of research in DGBELLT (digital game-based and enhanced second/foreign language learning and teaching), alongside monographs and edited volumes. To identify common findings and research tr…
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development of L2 Digital Identities
The term digital wilds has come to refer to the non‐formal online spaces in and through which additional language (L2) learner‐users, using a multifarious array of tools, platforms, and services, autonomously navigate personal learning trajectories (Sauro & Zourou, 2019), developing L2 digital literacies‐mediated identities needed in life‐wide settings. This article examined how three successful, autonomous English L2 learner‐users critically and…
Metaphors for social media‐enhanced foreign language teaching and learning
As L2 (foreign and second language) instructors and materials designers are faced with online and distance learning mandates, new perspectives on how to use familiar, everyday technologies that learners can access from home like social media are welcome. Imagining these new uses, however, may require going beyond the traditional computer‐assisted language learning (CALL) metaphors of computer‐as‐tutor or tool, which were established before social…
Language Socialization in Digital Contexts
An applied genre analysis of office hours consultations
This paper describes an examination of academic consultation discourse using an applied genre analytic approach (Bhatia 2002a) to inform English for academic purposes curriculum design and to contribute to interactional pragmatics and politeness research. The project employed a series of complementary genre and corpus-informed analyses, namely contextual (Tribble 2002), phase (Agar 1985), and interactional moves analysis (Swales 1990) focused on …
The Potential of Corpus-Informed L2 Pedagogy
Corpus linguistic methods have led to many revelations about the nature of language use and language learning which are otherwise untenable. To date, however, these findings have not had major impact on L2 (second and foreign language) teaching, except in a few areas like L2 for specialized purposes. This may be due to a number of reasons, including issues of theoretical commensurability and the nature of ‘teaching revolutions’. Still, corpus con…
Aspects of advanced foreign language proficiency: Internet‐mediated German language play
Adult foreign language play has been an under‐explored phenomenon in the field of applied linguistics, despite the fact that strong claims have been made about its importance in instructed foreign language learning. This article documents the nature of adult foreign language play in the electronic medium and examines the ways in which computer‐mediated communication may afford opportunities for its occurrence. It is further argued that examinatio…
Aspects of advanced foreign language proficiency: Internet‐mediated German language play
Adult foreign language play has been an under‐explored phenomenon in the field of applied linguistics, despite the fact that strong claims have been made about its importance in instructed foreign language learning. This article documents the nature of adult foreign language play in the electronic medium and examines the ways in which computer‐mediated communication may afford opportunities for its occurrence. It is further argued that examinatio…
Metaphors for social media‐enhanced foreign language teaching and learning
As L2 (foreign and second language) instructors and materials designers are faced with online and distance learning mandates, new perspectives on how to use familiar, everyday technologies that learners can access from home like social media are welcome. Imagining these new uses, however, may require going beyond the traditional computer‐assisted language learning (CALL) metaphors of computer‐as‐tutor or tool, which were established before social…
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development of L2 Digital Identities
The term digital wilds has come to refer to the non‐formal online spaces in and through which additional language (L2) learner‐users, using a multifarious array of tools, platforms, and services, autonomously navigate personal learning trajectories (Sauro & Zourou, 2019), developing L2 digital literacies‐mediated identities needed in life‐wide settings. This article examined how three successful, autonomous English L2 learner‐users critically and…
Aspects of advanced foreign language proficiency: Internet‐mediated German language play
Adult foreign language play has been an under‐explored phenomenon in the field of applied linguistics, despite the fact that strong claims have been made about its importance in instructed foreign language learning. This article documents the nature of adult foreign language play in the electronic medium and examines the ways in which computer‐mediated communication may afford opportunities for its occurrence. It is further argued that examinatio…
The Potential of Corpus-Informed L2 Pedagogy
Corpus linguistic methods have led to many revelations about the nature of language use and language learning which are otherwise untenable. To date, however, these findings have not had major impact on L2 (second and foreign language) teaching, except in a few areas like L2 for specialized purposes. This may be due to a number of reasons, including issues of theoretical commensurability and the nature of ‘teaching revolutions’. Still, corpus con…
An applied genre analysis of office hours consultations
This paper describes an examination of academic consultation discourse using an applied genre analytic approach (Bhatia 2002a) to inform English for academic purposes curriculum design and to contribute to interactional pragmatics and politeness research. The project employed a series of complementary genre and corpus-informed analyses, namely contextual (Tribble 2002), phase (Agar 1985), and interactional moves analysis (Swales 1990) focused on …
Language Socialization in Digital Contexts
Metaphors for social media‐enhanced foreign language teaching and learning
As L2 (foreign and second language) instructors and materials designers are faced with online and distance learning mandates, new perspectives on how to use familiar, everyday technologies that learners can access from home like social media are welcome. Imagining these new uses, however, may require going beyond the traditional computer‐assisted language learning (CALL) metaphors of computer‐as‐tutor or tool, which were established before social…
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development of L2 Digital Identities
The term digital wilds has come to refer to the non‐formal online spaces in and through which additional language (L2) learner‐users, using a multifarious array of tools, platforms, and services, autonomously navigate personal learning trajectories (Sauro & Zourou, 2019), developing L2 digital literacies‐mediated identities needed in life‐wide settings. This article examined how three successful, autonomous English L2 learner‐users critically and…
Digital games and gaming in language learning and teaching
As digital or video gaming has grown in popularity around the globe in the last few decades, attention to its potential as a means to learn L2s (second, foreign, or additional languages) has grown, as evidenced by an increase in academic journal-based treatment of research in DGBELLT (digital game-based and enhanced second/foreign language learning and teaching), alongside monographs and edited volumes. To identify common findings and research tr…
Computer Science (6 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Language education (4 works) · Linguistics (4 works) · Digital Communication and Language (3 works) · EFL/ESL Teaching and Learning (3 works) · Foreign language (3 works) · Language acquisition (3 works)