Language permeates all fields of human activity. Its use can be observed in the most ancient symbolic manifestations. With the rise of information and communication technologies, new language practices are experienced. They are types of statements organized by genres of discourse that have configurations according to the supports and the different fields of human activity. From a conception of language such as social practice and the notion of genre of Bakhtin’s circle, this article aims to present the multimodal elements that constitute Scratch, a digital tool used in the programming of narratives, games and multimedia animations, evidencing their pedagogical possibilities in the field of language teaching. For this, it dialogues with theoretical and methodological assumptions that guide the didactic modeling from genres as instruments of teaching, able to promote the development of action and linguistic-discursive capacities. The adoption of Scratch as a pedagogical resource motivates the authorship of content in digital environments and allows the development of digital literacy through language in practices.