Supporting Multilingual Learners: A Game Theoretical Nash Equilibrium Perspective Operationalized as PACE ACTS

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Copy For Citation

Karaaslan H., Üstündağ Algın P., Durak A., Taşar K.

9th LAb session on Learner Autonomy in a Multilingual World: Supporting Those Learning/Using Multiple Languages Reseach Institute for Learner Autonmy Education, Chiba, Japan, 18 November 2022, pp.6-7

• Publication Type: Conference Paper / Summary Text
• City: Chiba
• Country: Japan
• Page Numbers: pp.6-7
• Ankara Yıldırım Beyazıt University Affiliated: Yes

Abstract

Abstract: Language learning spaces are assumed to be designed with inspiration from nature and model native language learning processes (Krashen & Terrell, 1983). Still, we observe that some of the language development efforts fail. This is possibly due to a lack of collective action, cooperation, and teamwork, which could be facilitated with the incorporation of multilingual competencies. Very much aligned with the Nash Equilibrium in game theory, the strategic interdependence of players or language users (Bowles & Halliday, 2022, p.51) reveals itself as a solution to those language learning spaces characterized by non-cooperative gaming situations devoid of strategic interaction and translanguaging opportunities (Garcia, 2009; Sailer & Homer, 2020). On a more operational level, PACE ACTS, a social interaction and cooperation model by Tim Murphey and his team (forthcoming), guides the facilitation process.

 

Session type: Theoretical Conceptualization