I was having a random conversation in Spanish with my daughter several weeks ago, that went something like this…

Me: “Why do you like playing that game on the iPad?” 

5Y: “Because besides playing, I also learn new things.” 

Me: “Such as?” 

5Y: “Words, letters, and songs in English!” 

Me: Thinking: Interesting! I didn’t see that coming… 

What parent doesn’t want to give their children the best opportunities to succeed in life? As a parent, we are always looking for new and creative ways in which our sons and daughters can learn and be prepared to face the challenges that life brings in. One of the best ways to do that is by encouraging them to acquire a new language, even if that language is not officially spoken in their environment. With the increased number of connections and mobility around our globalized world, learning how to communicate effectively with people from other countries and cultures can provide children the power to open the door to infinite possibilities. The question that arises is: how to accomplish such a big task? 

For a long time, people have been learning languages through interacting with their families and communities and also by receiving the proper instruction at schools, but nowadays there exists another alternative in which young children can become proficient in a new language: the use of digital games. 

Even though most of the debates nowadays tend to demonize the use of technology with young children, Plowman (2016), a Chair of Education and Technology from the University of Edinburgh who has more than twenty years of experience in conducting research with children and digital media, suggests that technology is not harmful by itself, that the experience with it can be positive depending on the way it is being used. Taking into consideration this mindset, digital games can be seen as a great opportunity for young children to reinforce and keep learning a new language. But why are digital games so attractive? According to Kankaanranta, M. et al (2017), digital games encompass 4 specific characteristics: 

1. Intrinsic motivation: learners are open to rise their knowledge when their interests are taken into consideration. 

2. Autonomy: the freedom to take decisions and learn from mistakes. 

3. Competition: find the adequate challenge that motivates learners to compete against himself/herself or other peers. 

4. Relatedness: be in touch with other human being. 

As it was mentioned by Gee (2013): “The human mind learns through well-designed experiences” (p.1). New platforms are being designed every day with the intention of supporting children in the process of becoming literate in a new language. Experts in the field of second language acquisition and designers keep proposing ways in which students can practice their listening reading, writing, and oral skills through the use of new media literacies (Alper, 2013). And, it is through practice and meaningful fun experiences that children can learn another language. 

So, considering the facts and based on my own experience, as a teacher, a school administrator, and a mother, I amply recommend parents and teachers to take away their fears and invite their children to boost their language proficiency through digital games, especially when the language used in the community differs from the language that is being studied. Language digital games can become the tool that provides a flexible time and safe space to practice the language through spontaneous and fun encounters. 

By Silvia Nuñez Gutierrez, NLA Educator

Alper, M. (2013). Developmentally appropriate new media literacies: Supporting cultural competencies and social skills in early childhood education. Journal of Early Childhood Literacy, 13(2), 175-196. 

Gee, J.-P. (2013). Digital media and learning: A prospective retrospective. http://jamespaulgee.com/pdfs/Digital%20Media%20and%20Learning.pdf 

Kankaanranta, M. et al (2017) Digital Games in Early Childhood: Broadening Definitions of Learning, Literacy, and Play in Ma, M., & Oikonomou, A. (Eds.). Serious games and edutainment applications (Vol. Volume ii /). Cham, Switzerland: Springer. doi:10.1007/978-3-319-51645-5 

Plowman, L. (2016) Learning technology at home and in preschool. in: Rushby, N., Surry, D. (eds.) Wiley Handbook of Learning Technology, pp. 96–112. Wiley-Blackwell, Malden