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Author: Nora A. Peterman, Lan Ngo, Robert J. LeBlanc, Susan Goldstein Summary: This article describes a study of a literacy video game designed to help English learners negotiate new vocabulary and unfamiliar language structures as they read. The game, collaboratively created on Gamestar Mechanic by a team including a public high school teacher, actively engaged that teacher’s EL students who developed a sense of ownership over their learning. The authors discuss gaming as a literacy practice and suggest how it might be adapted to other contexts. This article may be useful in professional-development discussions of EL students and multimodality and could be a suggested reading as teachers develop inquiry into these issues.