Constructivism+and+language+learner

© Dominika =Learner in constructivism=

====Constructivism has become one of the most prominent learning theories. Many researchers were and still are interested in constructivism (see also the blog about constructivist education - []). The reason for its popularity is that the **learner is placed in the centre of the learning process**. According to [|Jean Piaget], the main assumption of this theory is that a person constructs **“personal meaning”** since the moment of birth. It means that every person creates their own sense of the world basing on their experiences and this is the reason why the learner occupies the central place in constructivism (Williams and Burden 1997).====

=Piaget's vs Kelly's theory=

====Piaget presented a theory which was based on the learners behaviours and abilities in certain stages of their lives. However, this theory cannot be applied to everyone. According to [|George Kelly], the learner should be considered an individual who constructs the meaning in his or her own way (Williams and Burden 1997). This construction depends on the learner’s previous experiences which have an effect on the understanding and perception of the surrounding world. In the classroom, the learners should be allowed to construct the view of the language input on their own with teachers’ slight help (Williams and Burden 1997).====

=Learner in the constructivist classroom=

====In constructivism it is the learner who is the central figure. Thus, the constructivist classroom is [|**learner- or student-centred**] (Gray 1997). The learners are involved in the ongoing process of “checking new information against old rules and then revising the rules when they no longer work” (Slavin 2006: 243). In such environment the learners are engaged in making inquires, searching the meaning, hypothesizing and reflecting on personal discoveries. The teacher observes those processes and facilitates them, if needed. In fact, in constructivist classrooms the learners are supposed to be very **active** **and reflective**. Being a reflective learners means **being able to assess own's own skills and possibilities, setting feasible goals**. Moreover, such learners find feedback very beneficial. They accept both praise and criticism. In the constructivist classroom, they are also given the opportunity to be **autonomous**(Gray 1997). Holec defined learner autonomy as ability to take charge of one’s own learning; it is usually acquired by means of formal learning. Being autonomous assumes that students achievements depend only on themselves. The more they develop their knowledge the better they will become. Autonomy also requires planning, monitoring and evaluating one's learning not to mention using learning starategies (Little).==== ====Moreover, learning a language is perceived as a set of skills, strategies, knowledge that the learners need to construct basing on their previous experiences and interaction with their peers. In constructivism classroom the learners **have “control over their thinking**”. For instance, the learners are **the explorers** who seek answers to questions. They are also **given the responsibility** for their own learning. Furthermore, they are allowed not only to negotiate the content of the course but also to create their own assignments as long as they are in compliance with the curriculum (Gray 1997). What is more, the learners are **engaged in discovery learning**, which means they can experiment in order to find the rules for themselves. In order to experiment and check different rules the learners should be equipped with certain strategies. In constructivism they are called **self-regulated learners.** Self-regulated learners are believed to be more effective and less stressful and thus they are able to develop academic potential. According to Zimmerman (2002: 65) "Learning is viewed as an activity that students do for themselves in a proactive way rather than as a covert event that happens to them in reaction to teaching". Apart from being aware of the existence of strategies, self-regulated learners also know how and when to use stratefies successfully (Slavin 2006: 249). The processes that constitute self-regulation are for example goal-setting, self-monitoring, self-efficacy, etc. In the latest research it has been proven that those self-regulatory processes can be taught (Zimmerman 2002). Moreover, they can boost the learners' motivation and improve achievements. However, the studies have also shown that only a few teachers really encourage their students to learn on their own. Teachers do not provide their learners with effective tools. For instance, they rarely enable the learners to do self-evaluation of their work and they also neglect the practice of learning strategies. Zimmermann also empahsized that contrary to popular beliefs becoming a self-regulated students is not asocial in nature. It requires help from the teacher or significant others. The learners look for such help in order to improve their learning (Zimmerman 2002).====



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To read more about constructivist classroom see also:
 * Constructivism and language teacher
 * Constructivism and language teaching
 * Assessment in constructivism

=Learner-centred learning centres=

====Some American scholars published a text on the [|**Learner-Centered Psychological Principles**] in which they presented the learners as broadening their knowledge by “reinterpreting information and experience for himself or herself, being self-motivated by the quest for knowledge, working with others to socially construct meaning and being aware of his or her own learning strategies and capable of applying them to new problems and circumstances” (Slavin 2006: 249-50). One of the major principles in learning colleges is that students accept to take the responibility for their own learning (Reynolds 2000). In the United States some courses were developed in order to help students take control over their learning. The Student's Development Courses provide students with useful tools that enable them to become responsible for their learning. The students are also asked to create a learning tree. The roots stand for the learning objectives, the trunk is a metaphor for learning stategies that facilitate the learning outcome represented by the leaves. In learner-centred learning collaboration is also enhanced (Reynolds 2000) In this approach "students are given the opportunity to compare their ideas with their peers and their teachers, whilst contributing to developing their curricula in a meaningful manner" (Educational International 2010: 8). The students are more **effective by the implementation of problem-based learning and self-regulated learning**. According to some research, students believe that learner-centred approach is the ideal learning environment. The reasons are as follows: less hierarchical relation between teachers and students, better interaction between students and teachers and bigger students' involvement (Education International).====

The films below how learner-centred learning centres work are applied to and perceived in higher education.
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=The Whole Language Method=

====One of the language teaching methods that is built upon the theory of constructivism is the **Whole Language** method. The learners learn by doing things and work together. Their needs are recognized and satisfied. The learner is called the **collaborator** because he or she cooperates with other learners and with the teacher. The learners are also **evaluators** because they are able to evaluate their own learning. The learners can also be the **selectors** of learning resources (Richards and Rogers 1994).====



References:
1. Drolet, C. //Educational adventure//. Available at: [] 2. Gray, A. (1997) //Constructivist teaching and learning//. Available at: [|http://saskschoolboards.ca/research/instruction/97-07.htm#The%20Constructivist%20Classroom] 3. Reynolds, J. (2000). //Learning-centred learning. Theory into Practice//. Available at: [|http://www.vccaedu.org/inquiry/inquiry-fall2000/i-52-reynolds.html] 4. Richards, J.C. & Rodgers, T.S., (1994). //Approaches and methods in language teaching: a description and analysis.// Cambridge CUP. 5. Slavin, R.E. (2006). //Educational psychology: theory and practice.// Boston Pearson. 6. Williams, M. & Burden, R.L. (1997). //Psychology for language teaching: a social constructivist approach.// Cambridge CUP. 7. Zimmerman, B.J. (2002). //Becoming a self-regulated learner: An Overview.//Available at: [|http://commonsenseatheism.com/wp-content/uploads/2011/02/Zimmerman-Becoming-a-self-regulated-learner.pdf\]

Learner autonomy:[] Learner-centred learning:[] Reflective learner:[]