UC Davis

Cultural scripts enable speakers to articulate values, practices, and norms that are specific to a culture in a way that makes it easy to access by insiders and outsiders, and the fact that the scripts are written in constrained grammatical patterns with simple concepts equivalent in other languages make cross-cultural understanding a possibility. The paper focuses on how collaborative learning methods can be applied using games in socio-cultural theory. It aims at identifying the effects of adopting the collaborative learning methods to identify better ways to integrate games into classroom learning. The theory of language and various learning theories with language learning theories are discussed in the paper. They have been arranged from the least compatible at the top to the most compatible, with collaborative learning being last. Theories of language learning supporting paring gaming and collaborative learning idea are also discussed. Games, both analog and digital, have increased second language learning outside the classroom. Even though the player's beliefs may not align with that of the games, players placed in the discourse find themselves speaking from their position within the game as they have to collaborate hence promoting an individualized and collaborative learning experience. Teachers should use games in learning because the students get involved in various learning levels that help improve their learning process. Society and culture affect the student’s beliefs and attitudes towards education. Therefore, having student-led games and programs helps create a social interaction focused on their cognitive and social development.