This paper explains how oral competence in foreign languages is developed by applying constructivist pedagogic methodology to the four language skills of speaking, listening, reading, and writing. Foreign language constructivist methodology departs from the information processing model and behaviorist teaching that guide the transmission of foreign language teaching. In contrast, the learner-centered pedagogic approach inherent to foreign language constructivism is geared to enhancing self-directed learning and to promoting foreign language communicative competence through authentic language use in the classroom. This methodology endorses current positive foreign language pedagogic values, such as authenticity and collaboration and the encouragement of active engagement in learning. This is primarily achieved through the use of thematically-focused communicative activities, which create energizing living experiences in the foreign language. This paper shows how to use these affect-structuring techniques of emotional anchors, motivators, and cognitive direction to design these constructivist foreign language experiences and gives practical examples of their application in a multicultural, multi-ability and multi-age French class. (Author/KFT)