Comunicaciones

The growing linguistic and cultural diversity of contemporary classrooms highlights the need for educational approaches that promote bilingual development while fostering inclusion and academic success. This study explores the potential of gamification to support English language development among newcomer students from Spanish- and Vietnamese-speaking backgrounds by addressing key affective factors associated with language learning. Grounded in Krashen’s Affective Filter Hypothesis and research on motivation, self-confidence, language anxiety, and bilingual education, the study examines how a gamified learning environment can contribute to the emergence of confident and engaged bilingual learners. Using a mixed-methods design, the research was conducted with emergent bilingual students enrolled in an ESL program in the United States. Quantitative and qualitative data were collected through pre- and post-intervention questionnaires, classroom observations, and focus group discussions. A central component of the study was the collaborative design of Class Royale (ESL Edition), a gamification program that incorporated rewards, challenges, progression systems, and cooperative activities aligned with language-learning objectives and students’ interests. Findings indicate that the gamified environment enhanced motivation, strengthened linguistic self-confidence, reduced classroom anxiety, and increased participation in communicative tasks. Students displayed higher levels of engagement and a more positive disposition toward second language learning, creating favorable conditions for bilingual development. The study highlights the value of meaningful gamification as a strategy for supporting emergent bilinguals while maintaining their linguistic and cultural identities. These findings offer practical implications for bilingual and multilingual education and underscore the importance of integrating affective and social dimensions into language education programs.