Creating Learning Opportunities for Language Learners
Creating Learning Opportunities for Language Learners

Summary/Abstract: The paper discusses the principles and components of constructivist pedagogy and its implications in language teaching and learning, and highlights the student-centred learning approach which is considered a genuine and meaningful learning where tasks are relevant to real-world contexts. The key components of student-centred learning are project work, group work, problem solving, reflective thought and variation in language learning tasks. The second section of our paper focuses on the role of the language instructor as a facilitator who encourages students to work independently and interdependently, provides supportive ICT resources and creates thinking opportunities for students to extend their understanding of the languages for specific purposes. The third section addresses the barriers to the implementation of constructivist instruction and proposes a stakeholder framework which favours the development of a platform for learning and inclusion to align pedagogy with technology in order to foster students' motivation and engagement. The paper concludes that technology access is an important resource for today's constructivist pedagogy of language learning and teaching. Students need to learn and produce cooperatively (Pitler et al., 2007) in an ecosystem based on inclusive teaching strategies which support and incentivize them to think outside of the box. If motivated intrinsically students are more likely to use more logical information-gathering and decision-making strategies, while the use of ICT allows them to explore various real-life issues and become more autonomous learners. Many researchers assert that ICT usage encourages practices that promote deeper cognitive opportunities and engage the learner in intellectual activities with some control over learning. However, the role of the teacher is critical in scaffolding, mentoring, guiding the learners and facilitating the outcome of the language learning tasks (McKenna et al., 2013).

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