Addressing pedagogical dilemmas in a constructivist language learning experience

Abstract

Educational constructivism has long been associated with advanced pedagogy on the basis that, it champions a learner-centered approach to teaching, advocates learning in meaningful contexts and promotes problem-based activities where learners construct their knowledge through interaction with their peers. Involving language learners in video projects allows a seamless incorporation of constructivist assumptions into the teaching and learning experience. However, practicing educational constructivism has been fraught with a number of pedagogical dilemmas and challenges (Windschitl, 2002). First among these dilemmas is the need to promote learner autonomy while, at the same time, maintaining a solid framework for the learning experience. Secondly, constructivist teaching and learning require proper assessment strategies that take into account the uniqueness of this educational practice. This article describes a video project implemented by Russian language learners and deliberates on possible ways to deal with these pedagogical dilemmas.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 16 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.