Abstract:

Learning more than one language is currently no longer a luxury but a necessity. Linguistic diversity is a tool to achieve greater intercultural understanding and a key element in purposeful communication. Knowing how to speak a foreign language opens a world of job opportunities, intercultural communication, academic progress, technological possibilities, exchange, and professional growth. However, knowing how to learn is essential and therefore the existence of various teaching methodologies. “The evolution of second language teaching/learning paradigms throughout the 20th century has been studied on numerous occasions, until reaching the “Communicative or Functional Approach” of said process. Its importance consists in the fact that the teaching of a foreign language fails to fulfill its didactic function when its mastery cannot be demonstrated by the learners in different communicative contexts. One of the tools that entails the purpose of offering students a hypothetical environment in which they can explore alternative decisions without risk of failure and where thought and action are combined in a behavior to achieve a goal is the educational game. It is fun and you learn appropriate social interactions, reasoning strategies, logical thinking skills, vocabulary, structures and how to follow rules and procedures, etc. The present work reflects a pedagogical proposal whose purpose is to add and strengthen the design of the act of teaching French as a foreign language, thus reflecting the importance of practical experiences, which are an integral part of critical learning, retention, and memory.Through this work, it is intended to offer French teachers a didactic tool to implement the design of practical proposals that include playful interaction activities in the classroom, and thus lead the student to live a unique and significant learning experience. Said contribution is also addressed to researchers interested in improving the teaching-learning act of foreign languages and to any person passionate about the acquisition of a language beyond the traditional methods of educational interaction. This proposal is divided into three chapters. The first chapter includes a theoretical framework on the teaching of a foreign language from its multilingual challenge, its learning process with a communicative approach, its psychological and psycholinguistic implications, and the role of the teacher in didactic planning. The second chapter includes the teaching of a foreign language from an early age, and the development of metalinguistic awareness, as well as the intercultural and interdisciplinary approach, while the third chapter presents the analysis and diagnosis of an educational proposal that was born from the challenge of linking the process of linguistic and cultural interaction in the classroom. Readers will find a useful and enriching tool to gain a new concept of teaching French as a foreign language, the elements that affect the learning process and how teaching strategies that include play as a key element can be developed. This proposal is addressed to the entire population involved in the act of teaching a language from a different dimension, beyond the traditional method. Finally, it is important to highlight that to achieve success in any educational proposal, the willingness of the interested party to initiate a positive change full of challenges towards achieving better results is essential.

Keywords:

Didactic planning, educational game, interaction activities, metalinguistic awareness, psycholinguistic implication.