RETHINKING, RENEWING AND REDIGITALISING FOR TRANSFORMATIVE PRIMARY ENGLISH CLASSROOMS

Abstract

The study presented in this article stems from teaching practices which are intended to contribute for the rethinking, renewing, and re-digitalising of the Primary English language learning in post-COVID-19 educational contexts.

To promote learning environments that lead to the construction of an interdependent and dynamic relationship between students and teacher, as well as to the development of future skills, one’s work methodology was based on gamified and transformative practices.

For this study, two main objectives were aimed at: a) analyse several gamified and transformative didactic paths, in order to find out how these may allow students to develop future skills; b) identify practices and resources that allow teachers to betake digital tools to rethink and renew their “new normal" classroom and, henceforth, prepare students for the glocal challenges of the future.

An ethnographic and qualitative methodology was used, using data collection tools such as: a) field notes; b) content analysis from students' work and, c) audiovisual recordings.

The results seem to show that the above-mentioned practices promote the success and active learning of all students according to their individual profile.