Jonathon S Reinhardt

Interests

Research

Second/Foreign Language Pedagogy; Digital gaming; Social media; Mobile applications; Internet Technologies; Corpus Linguistics; Internet Sociolinguistics

Teaching

Internet Technologies in Second/Foreign Language Teaching and Learning; English Sociolinguistics; TESL Materials Design and Development; Academic Speaking Skills for Non-native Speakers

Courses

Scholarly Contributions

Books

• Reinhardt, J. S. (2019). Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice. Basingstoke: Palgrave-Macmillan. doi:10.1007/978-3-030-04729-0
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  This book offers a comprehensive examination of the theory, research, and practice of the use of digital games in second and foreign language teaching and learning (L2TL). It explores how to harness the enthusiasm, engagement, and motivation that digital gaming can inspire by adopting a gameful L2TL approach that encompasses game-enhanced, game-informed, and game-based practice. The first part of the book situates gameful L2TL in the global practices of informal learnful L2 gaming and in the theories of play and games which are then applied throughout the discussion of gameful L2TL practice that follows. This includes analysis of practices of digital game-enhanced L2TL design (the use of vernacular, commercial games), game-informed L2TL design (gamification and the general application of gameful principles to L2 pedagogy), and game-based L2TL design (the creation of digital games purposed for L2 learning). Designed as a guide for researchers and teachers, the book also offers fresh insights for scholars of applied linguistics, second language acquisition, L2 pedagogy, computer-assisted language learning (CALL), game studies, and game design that will open pathways to future developments in the field.

Chapters

• Reinhardt, J. S., & Thorne, S. L. (2020). Digital games as language learning environments. In Handbook of Game-based Learning(pp 409-436). Cambridge, MA: MIT Press.
• Reinhardt, J. S., & Thorne, S. L. (2019). Digital literacies as emergent multifarious repertoires. In Engaging language learners through CALL: From theory and research to informed practice(pp 208-239). London: Equinox.
• Reinhardt, J. S. (2018). Social media in the L2 classroom: Everyday agency, awareness, and autonomy. In Technology in ELT: Achievements and challenges for ELT development(pp 17-34). Bogota: Universidad Distrital Francisco José de Caldas.
• Reinhardt, J. S. (2017). Digital Gaming in L2 Teaching and Learning. In The Handbook of Technology in Second Language Teaching and Learning(pp 202-216). Wiley-Blackwell. doi:10.1002/9781118914069.ch14
• Reinhardt, J. S. (2017). Social network sites and L2 education. In The Encyclopedia of Language and Education (Ed. S. May): Vol. 9: Language, Education and Technology(pp 389-400). Springer.
• Reinhardt, J. S., & Thorne, S. L. (2017). Language socialization in digital contexts. In The Encyclopedia of Language and Education (Ed. S. May): Vol. 6: Language Socialization(pp 397-409). Springer.
• Reinhardt, J. S., & Thorne, S. L. (2016). Metaphors for digital games and language learning. In The Routledge Handbook of Language Learning and Technology(pp 415-430). Routledge.
• Reinhardt, J. S., Warner, C. N., & Lange, K. (2014). Digital games as practices and texts: New literacies and genres in an L2 German classroom. In Digital Literacies in Foreign Language Education: Research, Perspectives, and Best Practices, J. Pettes-Guikema, J. & L. Williams (eds.)(pp 159-177).

Journals/Publications

• Han, Y., & Reinhardt, J. (2022).

  Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development of L2 Digital Identities

  . TESOL Quarterly, 56(3), 985-1015. doi:10.1002/tesq.3142
• Reinhardt, J. S. (2019). Social Media in Second and Foreign Language Teaching and Learning. Language Teaching, 52(1), 1-39. doi:https://doi.org/10.1017/S0261444818000356
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  This review surveys and synthesizes the findings of 87 focal pieces, published primarily between 2009 and mid-2018, on the formal and informal use of social media—blogs, wikis, and social networking—for second and foreign language teaching and learning (L2TL), including studies on the use of educational sites like Livemocha and Busuu and vernacular sites like Facebook and Twitter. The article frames the review in the development of social media and the history of social computer-assisted language learning research. Synthesis identifies common findings, including that social media can afford the development of intercultural, sociopragmatic, and audience awareness, language learner and user identities, and particular literacies. Presentation of the focal pieces and common findings is intertwined with discussion of problematic issues, and each section concludes with a summary and implications for future research and practice.
• Reinhardt, J. S. (2016). Commentary: Preparing teachers for open L2TL: Frameworks for critical awareness and transformation. Apprentissage des langues et systèmes d'information et de communication (Alsic), 16(1).
• Reinhardt, J. S. (2014). Digital Game and Play Activity in L2 Teaching and Learning. Language Learning and Technology, 18(2), 2-8.
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  introduction to special issue
• Reinhardt, J. S. (2014). Review of Computer Games and Language Learning. Language Learning and Technology, 18(3), 38-41.
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  Book review
• Reinhardt, J. S., & Sykes, J. M. (2014). Game-informed L2 Teaching and Learning. Language Learning and Technology.
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  guest edited special issue

Presentations

• Reinhardt, J. S. (2018, February). Opening Plenary: L2 Digital Literacies: Challenges and Potentials. Dia Internacional de la Lengua Materna. Ciudad Juarez, CHI, Mexico: Universidad Autonoma de Ciudad Juarez.
• Reinhardt, J. S. (2018, November). Not all MMOGs are created equal. WorldCALL. Concepcion, Chile: WorldCALL.
• Reinhardt, J. S. (2018, October). Not all MMOGs are created equal. AZCALL. Tempe, AZ: ASU.
• Reinhardt, J. S., & Edmiston, S. (2018, May). Correlating game design mechanics with language learning: The role of involvement. Computer Assisted Language Instructional Consortium 2018. Urbana, Illinois: omputer Assisted Language Instructional Consortium.
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  This project explores connections between digital game involvement – narrative, strategic, affective, and social – and language learning. Results of a pilot study using an interactive fiction game will inform the design of a future experimental game that will isolate particular mechanics associated with involvement types and test their relationship to specific learning outcomes. It is hypothesized that the game language a player must understand in order to make various game choices will lead to the noticing and learning of that language, but that it depends on how the associated mechanic is tied to involvement level.
• Reinhardt, J. S. (2017, February). Keynote: Digital game-mediated L2 learning as everyday practice. Int’l Symposium on English for Professional Communication and Educational Technology. Kaohsiung, Taiwan: Kaohsiung University of Applied Sciences.
• Reinhardt, J. S. (2017, March). Everyday technology-mediatized language learning: New opportunities and challenges. Media Literacy in Foreign Language Education. Munich, Germany: Ludwig Maximilian Universitat.
• Solmaz, O., & Reinhardt, J. S. (2017, May). Leveraging the everyday: Developing social network literacies in Turkish as a foreign language instruction. Computer-Assisted Language Instructional Consortium. Flagstaff, AZ: CALICO.
• Reinhardt, J. S. (2016, November). Plenary: Social media and digital games in the L2 classroom: Everyday agency, awareness, and autonomy. ASOCOPI. Bogota, Colombia: ASOCOPI.
• Reinhardt, J. S. (2016, October). Invited online plenary: Exploring the “gameful” in foreign/second language teaching and learning. SIGATEC. Santa Marta, Brazil: SIGATEC.