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CONSTRUCTIVISM AND LANGUAGE PHILOSOPHY

Constructivism in reference to Vygotsky's theory infers the learning that is constructed either individually or collectively, that is, that the student can learn by himself or in cooperation or guided by another person; learning can be given by building knowledge based on the environment, the culture where the student develops; he is rebuilding his conception of reality and developing his language through his experience. In this sense, learning occurs when interacting with its environment, with other people and not with the memorization and repetition of information, for example, to learn a second language an exercise can be placed in the student in a lesson where he can interact by means of dialogues with a companion that manages the language and is doing its practice and construction of the new language when dealing with him. Also through the guidance and guidance of the teacher or adult, but allowing him to explore and achieve his conception of the language. Another example of constructivism in second language learning can be found in the practice of listening and practicing songs in English, using attractive English texts for the student, viewing movies among other resources or means with which the student gets to interact and allow him to have an experience of real form.

In this way, when interacting with different cultures, knowledge is conscious, that is, it develops in consciousness, which means: being able to conceive of meaningful generalization and the connection of relationships between objects and concepts. Conscious knowledge implies the ability to interconnect the processes of mental activities that leads to develop the meanings of the language and its proper way of using it, in this it is seen what the child is able to do, which are the meanings, and, which achieves that is the learning that the environment provides.

On the other hand Vygotsky emphasizes in the historical, where the history and the culture are the essence of the language and the individual thought, that in the history of the individual the inferior mental functions are that are with which the apprentice is born and the functions superior that are acquired by society; the dialectic, where the person does not take the social environment alien to him, but internalizes and draws his experience in this case acquisition of language; and in functional monism, where the factors and the learner are in reciprocal dependence to form the dialectic, that is to say, when observing the relation between the social and the individual gives the analysis on the language handling where the two construct the language , not in the memorization of words, nor handling grammar or sounds in particular, but if words are obtained for speech with a meaning.

References,



Ericedgov. (2017). Ericedgov. Retrieved 13 June, 2017, from:

http://files.eric.ed.gov/fulltext/EJ854992.pdf