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ERIC Number: EJ890728
Record Type: Journal
Publication Date: 2010-Jun
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1527-9316
Addressing Pedagogical Dilemmas in a Constructivist Language Learning Experience
Nikitina, Larisa
Journal of the Scholarship of Teaching and Learning, v10 n2 p90-106 Jun 2010
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.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia