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Constructivism in Language Learning

This document provides an overview of constructivism as a language learning approach. Key points of constructivism are that it places the learner at the center of the learning process, allows knowledge to be constructed collaboratively through interaction, and views language acquisition as emerging through exposure rather than by acquiring rules. Constructivism also recognizes that knowledge is constructed by the learner rather than transmitted from teacher to student. Overall, constructivism emphasizes active, student-centered learning over passive reception of knowledge.

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Chlea Marie Tañedo Abucejo
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153 views1 page

Constructivism in Language Learning

This document provides an overview of constructivism as a language learning approach. Key points of constructivism are that it places the learner at the center of the learning process, allows knowledge to be constructed collaboratively through interaction, and views language acquisition as emerging through exposure rather than by acquiring rules. Constructivism also recognizes that knowledge is constructed by the learner rather than transmitted from teacher to student. Overall, constructivism emphasizes active, student-centered learning over passive reception of knowledge.

Uploaded by

Chlea Marie Tañedo Abucejo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

ENG 120/103

Dr. Rosalina Rara - Sarabosing


Saturdays 1:00-3:00 P.M.
Graduate Studies, Holy Name University

CONSTRUCTIVISM LANGUAGE APPROACH


Chlea Marie [Link]ñedo/0918-713-9626/lyrix_25@[Link]

BRIEF HISTORY: Jean Piaget and John Dewey developed theories of childhood development and
education, what we now call Progressive Education, that led to the evolution of constructivism. Piaget
believed that humans learn through the logical structure after another.

Key points:

 Constructivist teaching places the learner at the center of the learning process.
Active learning enables the students to construct their own knowledge and make their own
meaning of what is being thought.
 Knowledge can be constructed collaboratively.
The active learner of constructivist models is involved in interaction in the language in
communicative situations with a group as a main source of language learning.
 Constructivist approaches to language acquisition are data-driven or emergentist models.
Learners progress in language acquisition through practice and exposure to the language, not by
acquiring rules.
 The to-be-learned knowledge, a human language, is not exactly out-there in any objective
sense.
(Who imagines that if there were no humans to speak it, a language could be said to exist?)
 Fully formed knowledge representations cannot be successfully transmitted to passive
learners but more successfully transferred to novel context and form a better preparation for
further independent learning.
(Who would dispute that a language learner must use a language to take control of it or truly
know it?) A large body of literature in applied linguistics devoted to the language output
emphasis not on its input.
 A learner-as-linguist variant of constructivism might provide the missing language approaches
tools - to induce, discover, and construct.

Marlowe and Page (2005) summarize the foundation of a constructivist approach as:
 About constructing knowledge, not receiving it
 About thinking and analyzing, not accumulating and memorizing
 About understanding and applying, not repeating back
 Being active, not passive
“Teaching is not about filling up the
pail; it is about lighting a fire.”

–William Butler Yeats Treats

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