What if learning Portuguese was an Olympic event? That’s the challenge taken up by Fernanda Coelho, professor of Portuguese at SKEMA Business School, whose students from three continents have organised real games to help them learn the language.
Before the Paris 2024 Games had even begun, the Olympic spirit had taken hold of SKEMA’s campuses. Since 2022, the school has held Olynguistic Games on both sides of the Atlantic: from Belo Horizonte to Paris, Raleigh, Lille and Sophia Antipolis. They are an innovative mix of sport and languages to encourage the learning of Portuguese and promote lusophone cultures: “mais rápido, mais alto, mais forte”.
Divided into teams of three or four, the students are tasked with designing and developing games inspired by various sources relating to, but not limited to, the Olympic Games. Non-Olympic sports and board games with a physical dimension are also accepted. The essential element to include when creating the games is movement.
This educational project is a way to reinvent the language assessment methods for beginner-level Portuguese in the Grande Ecole programme (PGE) and enrich the learning experience, while developing skills and promoting the hybridisation of knowledge and student involvement.
The rules of the games
The latter receive clear, precise instructions and are informed of the four assessment criteria in advance: originality and creativity, oral presentation, teamwork and audiovisual production. Each “event” must consist of two main phases:
- The PGE L3 and M1 students get together to hash out their ideas: they establish the educational aims of their event, the mechanics of the game, its rules, and the equipment or materials required. This collaborative phase enables them to structure the project in a coherent and creative manner.
- The teams must then present their Olynguistic event in the form of a video. These presentations are an opportunity to show how the concepts developed are applied and to share the ideas implemented. The videos are posted online and all the groups concerned watch them in the classroom.
This collective creation phase encourages collaboration, research, the exchange of ideas and the development of essential skills like problem solving, creativity, communication and time management. Here, the assessment method focuses on the performance and skills of the learners rather than on a traditional assessment of linguistic knowledge alone.
It applies the theories of Jean Piaget, who maintains that young people assimilate knowledge through action. In his view, young people are active actors in their own learning process, building their understanding of the world through dynamic interactions with their environment.
As well as motivating and engaging the students, these physical activities help to develop their spatial awareness and problem-solving skills. By manipulating objects and participating in dynamic games, the students improve their coordination and their understanding of instructions given in Portuguese. Moreover, movement stimulates brain plasticity and strengthens the neuronal connections involved in learning. Integrating movement optimises cognitive development and improves the acquisition of new language skills.
Memory in action
Other research also influenced some of the thinking behind the creation of the Olynguistic Games: that of Paul MacLean, a neurophysiologist of the 1960s, known for his triune brain theory. He distinguishes three interconnected brain structures: the reptilian brain, the limbic system, and the neocortex. Although the total independence of three clearly distinct brains is now being challenged by many scientists, this theory underlines the importance of emotions and biological processes in learning and memory.
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One of the games created by the students involves scenarios where participants must work together to solve linguistic riddles during intense physical activities, like a high-intensity treasure hunt. This format arouses strong emotions, such as excitement and satisfaction, which are associated with the brain’s limbic system. These emotions make it easier to memorise new words and phrases in Portuguese, as they create memorable experiences that leave a lasting impact. During feedback sessions, it was revealed that vocabulary memorisation was actually the top skill acquired. For example, Anaëlle Vucemilovic (L3, Paris) commented: “It’s great fun and effective for memorising Portuguese vocabulary and turns of phrase. Projects like this where I can express my creativity are my favourite.”
Deci and Ryan’s Self-Determination Theory (1985) also underlines the importance of emotions in learning. It posits that intrinsic motivation (driven by self-interest and pleasure) and extrinsic motivation (driven by external rewards) are both essential to student engagement. The pleasure they derive from designing and playing these games increases their intrinsic motivation. Extrinsic motivation, supported by recognition and a stimulating environment such as classrooms and outdoor spaces turned into play areas, also contributes to creating a dynamic learning environment. “The Olynguistic Games are a fun and original way to learn Portuguese,” confirmed Pauline Levacher (L3, Lille).
The language of sport
The project calls into question the traditional classroom environment by creating a flexible environment that allows the physical space to be adapted and reorganised based on teaching needs. The students use different types of learning spaces: everything from corridors to staircases, rooftops, streets, parks, stadiums, gymnasiums, shops, and even their own homes.
Similarly, a variety of disciplines come into play in this large sports field: linguistics, physical education, culture, history, communication, the use of digital tools, and more.
One group came up with a series of sports games in which players had to answer sports-related questions and memorise specific vocabulary at each stage. Another created a game called SKEMA Express, inspired by the well-known reality game show Pekin Express, which airs on French television. The players “travelled” through several Portuguese-speaking countries, from Portugal to Angola, answering questions along the way about the geography and culture of each destination. They used the school’s spaces to simulate the countries, decorating different rooms with the flags of Portuguese-speaking countries such as Angola, Cape Verde and Brazil.
When surveyed, 100% of respondents admitted to having improved their Portuguese language skills. But beyond that, the Olynguistic Games also impart the values of sport, starting with collaboration and creativity.
