NICOLE STEFANNY LOPEZ -
Vygotsky understands constructivism as the student's active way of producing his own knowledge, where the teacher is more a guide, facilitator or companion and the whole process is based on how the learner can build his or her own knowledge, either individually or collectively. This is why we can identify how Vygotsky's constructivism is opposed to behavioral theory, considering that students are mere repeaters of information, without becoming a really deep process. In constructivism it is important that the knowledge that the student constructs is related and can apply it to real life, because it is here that knowledge becomes truly valuable in having a function and a reason for being. We can also see how knowledge can be limited or enhanced according to the learning environment and how the teacher has an adequate methodology and material, in addition to having a very close relationship with the stimulus to individual cognitive development, which can reach the society and affectivity. Examples of constructivism in English teaching may be the generation of relationships with native speakers, which the teacher can manage through social networks; where the student is exposed to the language to learn, having to understand what his interlocutor says and at the same time respond. Students can also be exposed to all media that make them directly connected to the language, such as watching English films with English subtitles, analyzing them in groups or individually, listening to music in the language, or generating social interaction, where the language of communication is English. In this way the student is allowed to have his own vision and construction of the language and facilitates the development and application of English, by involving him in activities that are striking that have to do with technological tools, situations of daily life and other strategies that allow the development of globalized thinking.
References
Review of Constructivism and Social Constructivism. (Amineh and Davatgari, 2015): http://www.blue-ap.org/j/List/4/iss/volume%201%20(2015)/issue%2001/2.pdf
Vygotsky’s philosophy: Constructivism and its criticisms examined. (Liu and Matthews, 2005): http://files.eric.ed.gov/fulltext/EJ854992.pdf
Vygotsky understands constructivism as the student's active way of producing his own knowledge, where the teacher is more a guide, facilitator or companion and the whole process is based on how the learner can build his or her own knowledge, either individually or collectively. This is why we can identify how Vygotsky's constructivism is opposed to behavioral theory, considering that students are mere repeaters of information, without becoming a really deep process. In constructivism it is important that the knowledge that the student constructs is related and can apply it to real life, because it is here that knowledge becomes truly valuable in having a function and a reason for being. We can also see how knowledge can be limited or enhanced according to the learning environment and how the teacher has an adequate methodology and material, in addition to having a very close relationship with the stimulus to individual cognitive development, which can reach the society and affectivity. Examples of constructivism in English teaching may be the generation of relationships with native speakers, which the teacher can manage through social networks; where the student is exposed to the language to learn, having to understand what his interlocutor says and at the same time respond. Students can also be exposed to all media that make them directly connected to the language, such as watching English films with English subtitles, analyzing them in groups or individually, listening to music in the language, or generating social interaction, where the language of communication is English. In this way the student is allowed to have his own vision and construction of the language and facilitates the development and application of English, by involving him in activities that are striking that have to do with technological tools, situations of daily life and other strategies that allow the development of globalized thinking.
References
Review of Constructivism and Social Constructivism. (Amineh and Davatgari, 2015): http://www.blue-ap.org/j/List/4/iss/volume%201%20(2015)/issue%2001/2.pdf
Vygotsky’s philosophy: Constructivism and its criticisms examined. (Liu and Matthews, 2005): http://files.eric.ed.gov/fulltext/EJ854992.pdf
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