Gamification and CLIL: developing communication skills in L2 with the aid of digital tools in the bilingual context
This paper describes the results of the project Game Development, an extracurricular subject designed for 11-12 year-old students in the bilingual context, at the Sphere International School, São José dos Campos, Brazil. Considering the relevance of CLIL to teaching EFL and the role that Gamification plays in terms of dynamizing the learning process of a foreign language - in this case, English -, it was possible to observe that both approaches encouraged the students to develop their communication skills and the digital literacy, in English, as part of the institution’s curriculum, in this project.
Cinganotto, L. & Benedetti, F. & Cuccurullo, D. (2018). CLIL methodology in the 21st century, Pixel. Common European Framework of Reference for Languages (2022): Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Council of Europe.
Coyle, D., Hood, P., Marsh, D. (2010), CLIL: Content and Language Integrated Learning, Cambridge University Press, Cambridge.
Epic Game Maker (2022). Electricpunch Sandbox Games. Vologda, Russian Federation. International Baccalaureate Organization (2022). Middle Years Programme (MYP), https://www.ibo.org/programmes/middle-years-programme/curr, Junho de 2022.
Lee, J. J. & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly.
Pensky, M. (2001). Digital game-based learning. New York: McGraw Hill.
Ritchhart, R., Church, M., & Morrison, K. (201 1), Making Thinking Visible: How to promote engagement, Understanding, and Independence for All Learners, San Francisco: Jossey-Bass.
Studart, N. A gamificação como design instrucional (2022). Revista Brasileira de Ensino de Física [online]. V. 44 [Accessed 4 Setembro 2022], e20210362, https://doi.org/10.1590/1806-9126-RBEF-2021-0362.