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Constructivism in Language Education

The document discusses the importance of learning foreign languages, particularly English, as a linguistic right and essential tool for societal integration and knowledge acquisition. It emphasizes constructivism and the theories of Vygotsky and Piaget, highlighting the active role of individuals in constructing knowledge through social interaction and collaboration. The document also outlines a lesson plan for public primary school, reflecting the application of these educational theories.

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arellano1376
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4 views5 pages

Constructivism in Language Education

The document discusses the importance of learning foreign languages, particularly English, as a linguistic right and essential tool for societal integration and knowledge acquisition. It emphasizes constructivism and the theories of Vygotsky and Piaget, highlighting the active role of individuals in constructing knowledge through social interaction and collaboration. The document also outlines a lesson plan for public primary school, reflecting the application of these educational theories.

Uploaded by

arellano1376
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© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SUB 1

COURSE INSTRUCTOR:
DRA. TANYA STEPHANIE IRAÍS MORALES ROCHA

PARTICIPANT´S NAME:
JUAN CARLOS ARELLANO CASTAÑEDA

TUXTLA GUTIÉRREZ, CHIAPAS JUNE, 19th 2024


Learning a foreign language, in addition to having already become a social requirement, is
considered a student's linguistic right by international organizations. Appropriating an
additional language to the mother tongue, and particularly the English language, is talking
about essential tools for insertion into productive society. That is, having better
opportunities to acquire knowledge through it. Being competent represents the integration
of different skills among which the student can perform with the use of the language, this
involves fundamental elements such as knowledge of structures, handling of grammatical
rules, use of vocabulary and identification of symbols for effective communication,
reinforcing these elements with an efficient teaching method in the application of learning
processes. Due to the above, the teacher's task is essential, since he is in charge of
teaching the language in the different cycles of Basic Education.

Constructivism is also a historical response, Ferreiro (2012) mentions that in the


paradigms of Vygotsky and Jean Piaget, the approach to development and knowledge
focused on the idea that learning is an active process in which individuals construct their
understanding the world through interaction with their environment and assimilating new
information into their existing cognitive structures.

On the other hand, Lev Vygotsky introduced the sociocultural theory of development,
which emphasizes the role of social interaction and the cultural environment in the
construction of knowledge. Carrera & Mazzarella (2001) according to Vygotsky mention
that learning is a collaborative process in which individuals acquire knowledge through
participation in social activities and communication with others.

Now, with the above it is understood that constructivism is an important theory in the field
of psychology and education that highlights the active role of the individual in constructing
their own knowledge and understanding of the world. Both Leav Vygotsky and Jean Piaget
are fundamental figures in the development of this paradigm, although with slightly
different approaches.

In Vygotsky's paradigm, emphasis is placed on the importance of social and cultural


interaction in cognitive development. Vygotsky argued that learning occurs through
interaction with other more experienced individuals, in a process known as “Social
Learning.” The Zone of Proximal Development (ZPD) is a key concept in their theory,
which refers to the gap between what a student can do independently and what they can
achieve with the help of a more capable tutor or peer. In this approach, dialogue and
collaboration are essential for the development of knowledge.
Lesson plan, fifty minutes for public primary school
References
Ferreiro, R. (2012). COMO SER MEJOR MAESTRO. El Método ELI (3a ed.). (Ramón,
Ed.) México: Trillas.
Rey, F. L. (2011). El pensamiento de Vigotsky: contradicciones, desdoblamientos y
desarrollo . México: Trillas.

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