Shifting ontologies of a serious game and its relationships with english education for beginners

This article takes as its point of departure a language project which is a subproject under the larger ongoing (2007-2011) research project Serious Games on a Global Market Place. The language project follows how the virtual universe known as Mingoville (http://www.mingoville.com) becomes an actor in English education for beginners. The virtual universe provides an online environment for students beginning to learn English in schools and at home. This article will focus on the shifting ontologies of Mingoville and teaching and learning situations in beginners' English. It takes as its point of departure neither Mingoville as part of the media ecologies of the classroom, nor the epistemological ramifications of Mingoville. Instead, it suggests that opening up the shifting ontologies of Mingoville (i.e. what mediates Mingoville and its relationships with doing beginners' English) may offer a different and useful approach to understanding how Mingoville becomes a multiple actor. It reveals that such an actor both influences and is influenced by manifold constitutive entanglements involved in organizing English teaching and learning activities for beginners. Theoretically and methodologically, the article and the empirical gatherings and analysis are inspired by science and technology studies (STS) and Actor Network Theory (ANT). The arguments and descriptions provided throughout the article will focus on the shifting ontologies of Mingoville as it moves into, and out of, different teaching and learning situations of English for beginners.