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dc.contributor.advisorPuk, Tom
dc.contributor.authorHope-Southcott, Laura L.
dc.date.accessioned2017-06-08T13:36:38Z
dc.date.available2017-06-08T13:36:38Z
dc.date.created2003
dc.date.issued2003
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/4045
dc.description.abstractThis qualitative study concerns how five participants who teach French use constructivism as a theory of learning in their classrooms and how this effects their students’ learning. In a constructivist classroom, learning experiences are based on the construction of knowledge, prior knowledge, and social context. Students make sense of what they are learning in relation to what they already know and new knowledge is gained by sharing of ideas with others. A snowball sampling technique was used to generate a list of five participants. The interview process involved a semi-structured question format, allowing for probes to explore the responses further. The participants’ own words and experiences are used to illustrate how their students acquire a second language. The findings reveal how active learning helps students make sense of what they are learning, assume ownership of their education and have fun in the classroom.
dc.language.isoen_US
dc.subjectConstructivism (Education)
dc.subjectFrench language (Study and teaching as a second language)
dc.subjectSecond language learning & language pedagogy
dc.titleQualitative study of five FSL teachers using constructivism to support second language learning
dc.typeThesis
etd.degree.nameMaster of Education
etd.degree.levelMaster
etd.degree.disciplineEducation
etd.degree.grantorLakehead University


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