Qualitative study of five FSL teachers using constructivism to support second language learning

Abstract

This 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.