A SCOPING REVIEW ON LANGUAGE LEARNING THROUGH PLAY A. Boultif, B. Crettenand Pecorini Ottawa University (CANADA) Abstract This presentation will showcase the results of an exploratory study on game-based language learning, which is part of a broader exploratory study in a range of domains such as green (outdoor), screen (digital play), machine (maker-based teaching and learning), and everything in between (inclusive learning and language learning). In this review, we examined the empirical literature of different modes and contexts of play in 4th- 8th grade schools since early 2000 to late 2022. In this review, we have examined 1848 studies, sifted through 120 articles, and completed 20 full-text analyses, extending our understanding of intersections between play, and learning in French contexts worldwide. We shall also outline the methodology, the tools, and the findings of our research. Our aim is to place the insights we have gained into a conversation about gamification in the classroom. We also wish to discuss possible tensions, intersections, as well as promising practices to transform instruction and apprenticeship in ways that favour student well-being through play- based pedagogy. Keywords: Play, pedagogy, gamification, well-being, language, French. 1 INTRODUCTION In recent years, the question of student well-being has become a critical issue, especially since the COVID 19 pandemic. This has contributed to a widening gap between social and digital inequalities. Indeed, home isolation, excessive screen time, virtual schools, and concerns about the isolation caused by enforced social distancing have led to a significant increase in the incidence of mental health problems among Canadian children (Hollweck, Cotnam-Kappel, Hargreaves & Boultif 2023) [1]. But unexpectedly innovative solutions to these problems have also emerged from the pandemic. These include learning and teaching literacy and language (French or English) through the play (Weisberg, Hirsh-Pasek, & Golinkoff, 2013) [2], developing competencies and many soft skills through various games that enable learners to engage in physical DIY projects, and learning to interact, collaborate, and participate by implementing play environments that may or may not include digital spaces. As stated in the literature, playful teaching strategies create essential conditions for children’s learning, as play is a highly evolved mechanism for human health, well-being, and development (Baker & Ryan, 2021) [3]. Indeed, play promotes curiosity, imagination, self-confidence, self-efficacy, emotional regulation, and expression, as well as physical, social, cognitive and language skills (Silva & Brougère, 2016) [4]). A rapid review of academic literature and reports (n=49) about free and guided play revealed a longstanding interest in play-based education (Whitebread & Col, 2012), [5]; (Ivrendi, 2020) [6]. Much of this literature questions the relevance of play-based pedagogy for teaching and for learning from the perspectives of language and literacy, and educational equity and inclusion (Allee-Herndon & Col, 2002) [7]. Considering the play contribution to language learning, research emphasizes its importance in symbolic and imitative development of representations and language (Allee-Herndon & Col, 2002) [7]. From the earliest years of schooling, play allows children to better organize reality and to develop the mental operations necessary for language development (Piaget, 1978) [8]. Thus, play favours the linguistic and cognitive development of young children, through pretend play (role-playing), which allows them to understand complex situations and develop language, communication and social skills (Schmoll, 2016) [9], as well as the ability to integrate knowledge, values, etc., in a controlled and safe space (Huizinga, 2014) [10]. This scoping review is part of a global research strategy under the leadership of a multidisciplinary team at the University of Ottawa, which is interested in the place of play as a pedagogical approach. Thus, this paper presents the results of an exploratory study of play-based language learning, which is part of a broader exploratory study in a range of domains such as green (outdoor), screen (digital play), machine (maker- based teaching and learning), and everything in between (inclusive learning and language learning). Our specific aim was to identify ways of embedding playful approaches to support the teaching of French language learning. In this study, we address two main questions: What is play-based learning in the French- speaking educational environment? What are the challenges and benefits of implementing this type of play- based pedagogy from a language learning perspective? What are the most notable play-based approaches used in Canada and elsewhere, in a variety of French-speaking educational and cultural contexts? Proceedings of ICERI2023 Conference 13th–15th November 2023, Seville, Spain ISBN: 978-84-09-55942-8 6806