ONE SIZE FITS NONE: EMPOWERING PUPILS’ UNIQUENESS WITH GAMIFICATION IN PRIMARY ENGLISH

Abstract

The current Portuguese education background revels concerning issues which revolve around disengagement, disruptive socioemotional behaviours and insufficient classroom support for inclusion. Adopting innovative and inclusive pedagogical approaches to address these challenges is, therefore, crucial. Transform classrooms into inclusive and engaging environments, in order to unlock each pupil’s potential and address their uniqueness across all lines of difference ensures essential fairness and equity in young pupils’ English learning processes. Particularly, through the implementation of the Universal Design for Learning (UDL) principles, Primary English learning goes beyond a purely language structure approach, serving instead as a comprehensive tool to empower children as socially engaged citizens. Moreover, a Gamification Design Framework for Everyone provides multiple means of engagement, representation and action and expression which foster stimulating classrooms that reflect and respect learners' interests, backgrounds, and individual needs. This pilot study employs a predominantly qualitative and ethnographic methodology involving approximately 40 pupils attending curricular English in the 1st Cycle of Basic Education in a Portuguese public school. Data collection tools include field notes, critical reflections on lesson plans, pupils’ work analysis, focus group and audiovisual recordings. Results suggest an increased student productivity, engagement and interest towards foreign language learning across various settings.