Games, digital technologies and inclusion in the English language curriculum: a teacher’s stories
DOI:
https://doi.org/10.26512/rhla.v21i1.42244Keywords:
Teaching and learning English. Narrative Inquiry. Applied Linguistics., Teaching and learning English, narrative inquiry, Games, digital tecnologies, inclusionAbstract
In this article, I tell experiences and discuss some meanings related to the themes: games, digital technologies and inclusion, in order to problematize my teaching practice within the scope of Applied Linguistics. My aim to narratively understand my experience with an inclusive proposal in the English language teaching and learning curriculum. Based on the experience narrated in the story “À la cabra-cega”, an activity on digital technologies proposed by the textbook and adapted by me to include my visually-impaired research participant, I used conversation as a methodological procedure and reflected on the inclusion process in my teaching practice and on the role of games and assistive digital technologies in this inclusion process. Broadening my view towards curriculum issues, I socialize the experience of learning, from the perspective of the participant, that the inclusion process involves offering similar conditions for participation. I question the importance of thinking about methodological proposals that accommodate personal and professional practical knowledge to rethink inclusive practices I can adopt for teaching and learning the English language.
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