Tomando o controle: affordances de jogos digitais para aprender e ensinar línguas adicionais

Abstract

Considering the update of technological practices in the teaching of additional languages, this study aimed to analyze the affordances (GIBSON, 1986, VAN LIER, 2010) perceived by teachers of additional languages - both in service and in training - in the use of digital games for learning and teaching. To do so, the objectives were (I) to investigate how these teachers use digital games in their practices; (II) to analyze teaching materials created by the teachers that involve digital games; and (III) to identify affordances of digital games perceived by the teachers for teaching and learning, through an extension workshop called “Play, Design & Teach”. As such, theoretical works related to digital games in language teaching were used (GEE, 2003; REINHARDT; SYKES, 2012; BRAGA; SOUZA, 2016), along with the theoretical-methodological proposal “Ludic Language Pedagogy”, by York, Poole and deHaan (2021), which emphasizes the importance of the teacher as a mediator between games and language teaching. The five-week workshop was based on three main points: Play, a call to action, to experience the ludic and explore digital games; Design, directed at planning and production – whether classes or activities, planning is a part of an educator’s role; and Teach, a call for the discussion of teaching practices. Participants were selected through an initial questionnaire in which they reported their personal experiences with games for learning and teaching languages. During the activities, reports were generated by the means of weekly forms and participation in the workshop forum. The data were analyzed in search of possible affordances perceived during the use and production of activities involving digital games. Based on this, categories of affordances were created: interact, listen and read, produce and do in-game tasks or quests. It was noticed that the participants acted upon these affordances, recognizing their importance as mediators in the implementation of digital games in the classroom and proposing activities at different language levels, connected with their own school curriculum. Factors such as familiarity with the games used also showed a positive impact concerning the production of activities, highlighting the importance of the teacher in knowing their material.