About this paper

Appears in:
Pages: 3098-3108
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1721

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

GAMIFY AND FLIP YOUR LANGUAGES CLASSROOM AT LEAST 20% OF THE TIME: NEW APPROACHES IN LANGUAGES TEACHING

M.R. Domingues Ferreira da Cruz

Instituto Politécnico do Porto/ Universidade de Aveiro (CIDTFF) (PORTUGAL)
Bearing in mind that present-day work environments require not only thinking skills and solid knowledge about specific subjects, but also the mastery of multi-dimensional abilities, which include adaptability, self-direction, cross-cultural skills, productivity and responsibility, there is a need to rethink the way we have been teaching languages.

Recent research in didactics of languages show some new approaches related to the use of technology and media-driven environments, which may foster the development of these multi-dimensional abilities in order to contribute to the development of pro-active citizens and workers. These studies are based on the implementation of some specific approaches, such as ‘Gamification Pedagogy’ (Foncubierta & Rodríguez, 2015), ‘Flipped Classroom Approach’ (Alvarez, 2011) and ’20-Time Project’ (Gonzalez, 2014).

All of these approaches focus on the creation of new type of lessons, which shift education to a learner-centered model by aiming at developing meaningful learning opportunities, autonomous or collaborative projects and playful classroom work based on the use of Web 2.0 tools.

Therefore, we will present some practices, developed within master dissertation projects (Cruz, 2012; Cruz, 2015), which illustrate strategies related to these approaches in English and Spanish Languages classroom, by using:
a) experiential, multisensory and game-designed activities;
b) redefined differentiated in-class strategies after out-of-class lecture-based preparation;
c) and passionate-driven projects which aim at autonomous or collaborative reflection.

Some of these activities include the use of Web 2.0 tools as Kahoot! in the learning of Spanish cultural varieties, in which pupils answer a quiz in an interactive and engaging way, or the creation of interactive posters or small videos in Glogster or Go Animate!, in which pupils have the chance to go further in their analysis either autonomously or collaboratively.
@InProceedings{DOMINGUESFERREIRADACRUZ2016GAM,
author = {Domingues Ferreira da Cruz, M.R.},
title = {GAMIFY AND FLIP YOUR LANGUAGES CLASSROOM AT LEAST 20% OF THE TIME: NEW APPROACHES IN LANGUAGES TEACHING},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1721},
url = {http://dx.doi.org/10.21125/inted.2016.1721},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {3098-3108}}
TY - CONF
AU - M.R. Domingues Ferreira da Cruz
TI - GAMIFY AND FLIP YOUR LANGUAGES CLASSROOM AT LEAST 20% OF THE TIME: NEW APPROACHES IN LANGUAGES TEACHING
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1721
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 3098
EP - 3108
ER -
M.R. Domingues Ferreira da Cruz (2016) GAMIFY AND FLIP YOUR LANGUAGES CLASSROOM AT LEAST 20% OF THE TIME: NEW APPROACHES IN LANGUAGES TEACHING, INTED2016 Proceedings, pp. 3098-3108.
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