Our project aimed to help teachers adopt innovative tools and practices to create and use video games in their language courses, enhancing motivation, engagement, and participation among all students, including those with SLDs. The project focused on ESL, chosen by 90% of pupils and posing significant challenges for 'Dys' students. Project incorporated gamification by developing downloadable video games using tools such as Genial.ly, RPGmakerV, Flowlab, and PowerPoint. Test phases showed that these games increased student motivation through non-formal and experiential learning. Existing language learning games often lacked adaptation for students with SLDs and the games developed in this project were innovative and promoted greater participation and success for these learners. Through project resources (online course, resources database, practice sheets) we also increased teacher’s digital skills and awareness of digital resources for gamification such as tools, applications and platforms.
English learning in the EU is critical to fostering unity, intercultural understanding, employability, and mobility. The Commission's article "About Multilingualism Policy" emphasized the significance of linguistic diversity and language learning in the EU for fostering unity, intercultural understanding, employability, and mobility. Member countries were urged to enhance language learning opportunities from an early age, adhering to the Council Recommendation on teaching languages. The 2015 European Survey on Language Competencies indicated that only 42% of students achieved an independent level (B1-B2) in their first foreign language, and merely 25% did so in their second language. This low proficiency was partly attributed to inadequate support for students with Specific Learning Disorders (SLDs). The European Dyslexia Association estimated that 9-12% of Europeans have SLDs, highlighting the difficulties these students face with the EU's multilingual expectations. . The DESL project was created to motivate students with special educational needs in acquiring foreign language proficiency through innovative, non-formal, and experiential learning, addressing challenges highlighted by the EU's multilingualism policy.