CONSTRUCTIVISMO

Alumno: Jesús Adrián Pedraza Nájera

Historia de la metodología de la enseñanza de lenguas

… All human beings construct their own version of reality, and therefore multiple contrasting ways of knowing and describing are equally legitimate.

Constructivist scholarship can focus on “individuals engaged in social practices… on a collaborative group, (or) on a global community (Spivery 1997: 24)

Constructivist perspectives are a natural successor to cognitivist studies of universal grammar, information processing, memory, artificial intelligence, and interlanguage systematicity.

Time Frame Schools of Thought Typical Themes

Early 1900s & 1940 & 1950 Structuralism & Behaviorism

DescriptionObservable performance

Scientific methodEmpiricism

Surface StructureConditioning, reinforcement

1960s &1970s Rationalism& Cognitive Psychology

Generative LinguisticsAcquisition, innateness

Interlanguage systematicityUniversal Grammar

CompetenceDeep structure

1980s & 1990s early 2000 Constructivism

Interactive discourseSociocultural Variables

Cooperative group learningInterlanguage variabilityInteractionist hypotheses

Schools of thought in second language acquistion.

Twelve Principles.… Relatively widely accepted thoretical assumptions about second language acquisition.

Automaticity.

Efficient second language learning involves a timely

movement of the control of a few language forms into the

automatic processing of a relatively unlimited number of

language forms.

Meaningful learning.

Meaningful learning will lead toward better

long-term retention than rote learning.

The anticipation of reward.

… the power of immediate rewards in a language class is undeniable. One of the tasks of the teacher is to create opportunities for

those moment-by-moment rewards that can keep

classrooms interesting, if not exciting.

Intrinsic Motivation.

When behavior stems from needs, wants,

or desires within oneself, the behavior

itself has the potential to be self-

rewarding.

Strategic Investment.

Successful mastery of the second language will be, to a large

extent, the result of a learner’s own personal “investment” of time, effort, and attention to the second language in the form of an individualized battery of strategies for

comprehending and producing the language.

Language Ego.

As human beings learn to use a second language, they develop a new mode of thinking, feeling, and acting –a second

identity. (…) a sense of fragility, defensiveness, and raising of inhibitions.

Self-Confidence.

The eventual success that learners attain in

a task is partially a factor of their belief that they indeed are

fully capable on accomplishing the

task.

Risk Taking.

(…) to attempt to produce and to

interpret language that is a bit beyond

their absolute certainty.

The Language-Culture connection.Whenever you teach a language, you also teach

a complex system of cultural customs, values, and ways of thinking, feeling, and acting.

The native Language Effect.

The native language of learners will be a highly significant system on which learners will rely to predict

the target-language system. Although that native system will

exercise both facilitating and interfering /positive and negative

transfer) effects on the productions and comprehension

of the new language.

Communicative Competence.

(…) instruction needs to point toward all of its

components: organizations, pragmatic, strategic, and

psychomotoric. (…) and to students´ eventual need to apply classroom learning.

“Good language learner” characteristics

Lower inhibitions.Encourage risk taking.

Build students´self-confidence.Help students develop intrinsic motivation.

Promote cooperative learning.Encourage students to use right-brain processing.

Promote ambiguity tolerance.Help students use their intuition.

Get students to make their mistakes work for themGet students to set their own goals.

(…) our profession has emerged into an era of understanding a vast number of language teaching contexts and purposes, and an even larger number of student needs,

learning styles, and effective traits.

STAGE OBJECTIVE DESCRIPTION MATERIALS TIME

Presentación. Que el alumno se involucre con nociones generales de la cultura alemana.

El profesor comenzará interrogando a los alumnos sobre si tienen conocimientos de la cultura alemana, da comentarios diversos para finalmente mostrarles una presentación con los monumentos y eventos más notables en Alemania.

Presentación Power-Point de aspectos generales de Alemania.

Imágenes impresas que representan el nuevo vocabulario.

10 min

Practica. Que el alumno aprenda saludos y palabras básicas en lengua alemana:Hallo, Guten Morgen, Guten Tag, Guten Abend, Gute Nacht, Gut, Wie geth´s?, Danke, Tschuss, Entschuldigung, eSprache, sDeutsch, eFrage, eAntwort

El profesor muestra una de las imágenes, pronuncia la palabra y todos repiten. (se muestran todas las imágenes)El profesor muestra una imagen al azar y pide alguien que la pronuncie, si no la recuerda, recibe ayuda por parte de sus compañeros.

20 min

Producción. Que el alumno haga uso del vocabulario aprendido y que conozca la conjugación de los verbos SEIN y HABEN en presente de las tres primeras personas del plural.

El maestro reproduce el audio dos veces y los alumnos responden la hoja de trabajo. Se revisan las respuestas grupalmente. El maestro escribe las conjugaciones y los alumnos las practican oralmente haciendo una oración sencilla: “Ich bin Jesús, ich habe den Ball, Er ist Juan und sie ist Eydie” pasando la bola hasta que todos han dicho su oración.

Hoja de trabajo. Bola de tela.

15 min

Clase muestra Actividades

Alemania.

Full name: Federal Republic of Germany Population: 82.1 million (UN, 2010) Capital: Berlin Area: 357,027 sq km (137,849 sq miles) Major language: German Major religion: Christianity Life expectancy: 78 years (men), 83 years (women) (UN) Monetary unit: 1 euro = 100 centsPresident: Christian Wulff

Germany is Europe's most industrialized and populous country. Famed for its technological achievements, it has also produced some of Europe's most celebrated composers, philosophers and poets.

Introduction

berliner mauer

For 28 years, the Berlin Wall - the most potent symbol of the Cold War - divided not only the city but the world. Construction began shortly after midnight of 13 August 1961, when East German soldiers rolled out miles of barbed wire that would soon be replaced with prefab concrete slabs. The Wall was a desperate measure launched by the German Democratic Republic (GDR) government to stop the sustained brain and brawn drain it had experienced since its founding in 1949. Some 3.6 million people had already left for the West, putting the country on the verge of economic and political collapse.

Lugares

A symbol of Berlin, the BrandenburgerTor.

The Brandenburg Gate was commisioned by Friedrich Wilhelm II to represent peace. The Gate was designed by Karl Gotthard Langhans, the Court Superintendent of Buildings, and the main architectural design of this landmark hasn't changed since it was first constructed in 1791. Ironically the gate was incorporated into the Berlin wall during the years of Communist government. The Brandenburg gate is probably the most well-known landmark in Berlin, it now stands as a symbol of the reunification of the two sides of this great city.

Reichstagsgebäude.

It rises over Germany's resurgent capital, Berlin The Reichstag building is a historical edifice in Berlin, Germany, constructed to house the Reichstag, parliament of the German Empire. It was opened in 1894 and housed the Reichstag until 1933, when it was severely damaged in a fire.

The term Reichstag, when used to connote a parliament, dates back to the Holy Roman Empire.After its completion in 1999, it became the meeting place of the modern German parliament, the Bundestag.

Oktoberfest, Munich

Originated in 1810 as a wedding celebration for two Bavarian royals, Oktoberfest now marks the start of the harvest season each year. Instead of gathering corn, though, participants in the two-week-long festival gather in Munich to consume some 1.8 million gallons (7 million liters) of beer produced by local breweries.

Potsdamer Platz, Berlin

Once Europe’s liveliest intersection, Potsdamer Platz was reduced to rubble by Allied bombs and bisected by the Berlin Wall. Today, passersby can visit an outdoor exhibit displaying pieces of the wall that used to divide the country's capital.

Katholische Hofkirche, Dresden

After being severely damaged during World War II bombings, the ornately decorated Katholische Hofkirche, or Catholic Court Church, underwent significant reconstructions to restore its roof and upper levels.

Castles

Schloss Neuschwanstein – das Märchenschloss Deutschlands

Dialog 1 (eins) 2 (zwei) 3 (drei)

Bild ____________ ___________ ___________

A B C

DEUTSCHUNTERRICHT.• A) Hören und markieren Sie.

CLASE MUESTRAACTIVIDAD

1.- __ Hallo __ , Nikos!_____________, Lisa, _____________, Peter!Na, ________________, Nikos?____________________. 2.-

____________________.____________________, Ihren Pass bitte!

3.-

_______________. Mein Name ist Yoshimoto. Sind Sie Frau Bauer?

Ja, Willkommen in Deutschland, Frau Yoshimoto! ________________________?

___________________. __________________?Auch gut, danke.

Danke, gutDanke, gut

Guten MorgenGuten Tag

Guten TagHalloHallohallo

Und ihnenWie geht es Ihnen

wie geth´s

• B)Ergänzen Sie die Dialoge. Dann hören Sie noch einmal und vergleichen Sie. C) Lesen und spielen Sie

die Dialoge.

REFLEXIÓN • Se observa una evolución evidente y obvia en cuanto al progreso de las

metodologías y teorías de enseñanza de segundas lenguas a lo largo del tiempo. El constructivismo es bastante reciente por lo que se trata de un producto del devenir histórico de dichas teorizaciones.

• Considero que en general se trata de una teoría bastante acertada, actualmente el trabajo especializado e individualización de tareas se vuelve cada vez más común y conviene adecuar las teorías disponibles a las características y necesidades de los estudiantes. Por supuesto que es necesario considerar especificidades del grupo en cuestión, por lo que, al menos en lo que concierne al constructivismo, resulta muy útil en niveles de educación medio superior y superior, preferentemente.

• La palabra anterior significa que no importa realmente el nivel académico del alumno ya que una vez que éste adquiere una independencia y consciencia para responsabilizarse de su aprendizaje, no es vital, por lo tanto que aparezca una figura docente obligatoriamente.

• Personalmente, esta teoría viene a confirmar mi idea de que no necesitamos más que nuestra capacidad reflexiva y curiosidad para aprender sobre el mundo que nos rodea, sin necesidad de un pizarrón al frente; por supuesto que la aparición de modelos a seguir y opiniones externas que nos ayuden a contrastarnos no son para nada inútiles, al contrario.

BROWN, Douglas. (2000) Principles of Language Learning and Teaching. U.S.A: Longman. 4th Edition.

RICHARDS, Jack. & Renaldyam Wily A. (2002) Methodoly in Language Teaching, An anthology of current practice. U.S.A: Cambridge.