1. Historia de la metodología de la enseñanza de lenguas
CONSTRUCTIVISMO
Alumno: Jesús Adrián Pedraza Nájera

2. … All human beings construct their own version
of reality, and therefore multiple contrasting
ways of knowing and describing are equally
legitimate.

3. Constructivist scholarship can focus on
“individuals engaged in social practices… on a
collaborative group, (or) on a global
community (Spivery 1997: 24)

4. Constructivist perspectives are a
natural successor to
cognitivist studies of universal
grammar, information
processing, memory, artificial
intelligence, and
interlanguage systematicity.

5. Schools of thought in second language acquistion.
Time Frame Schools of Thought Typical Themes
Description
Observable performance
Scientific method
Early 1900s & 1940 & 1950 Structuralism & Behaviorism Empiricism
Surface Structure
Conditioning, reinforcement
Generative Linguistics
Acquisition, innateness
Rationalism& Cognitive Interlanguage systematicity
1960s &1970s Universal Grammar
Psychology
Competence
Deep structure
Interactive discourse
Sociocultural Variables
1980s & 1990s early 2000 Constructivism Cooperative group learning
Interlanguage variability
Interactionist hypotheses

6. Twelve Principles.
… Relatively widely accepted thoretical assumptions about second language
acquisition .

7. Automaticity.
Efficient second language
learning involves a timely
movement of the control of a
few language forms into the
automatic processing of a
relatively unlimited number of
language forms.

8. Meaningful learning.
Meaningful learning will
lead toward better
long-term retention
than rote learning.

9. The anticipation of reward.
… the power of immediate
rewards in a language class
is undeniable. One of the
tasks of the teacher is to
create opportunities for
those moment-by-moment
rewards that can keep
classrooms interesting, if
not exciting.

10. Intrinsic Motivation.
When behavior stems
from
needs, wants, or
desires within
oneself, the behavior
itself has the
potential to be self-
rewarding.

11. Strategic Investment.
Successful mastery of the second
language will be, to a large
extent, the result of a learner’s
own personal “investment” of
time, effort, and attention to
the second language in the
form of an individualized
battery of strategies for
comprehending and producing
the language.

12. Language Ego.
As human beings learn to use a second
language, they develop a new mode of
thinking, feeling, and acting –a second
identity. (…) a sense of
fragility, defensiveness, and raising of
inhibitions.

13. Self-Confidence.
The eventual success
that learners attain
in a task is partially a
factor of their belief
that they indeed are
fully capable on
accomplishing the
task.

14. Risk Taking.
(…) to attempt to
produce and to
interpret language
that is a bit beyond
their absolute
certainty.

15. The Language-Culture connection.
Whenever you teach a language, you also teach
a complex system of cultural
customs, values, and ways of
thinking, feeling, and acting.

16. The native Language Effect.
The native language of learners
will be a highly significant
system on which learners will
rely to predict the target-
language system. Although
that native system will
exercise both facilitating and
interfering /positive and
negative transfer) effects on
the productions and
comprehension of the new
language.

17. Communicative
Competence.
(…) instruction needs to point
toward all of its
components:
organizations, pragmatic, s
trategic, and
psychomotoric. (…) and to
students´ eventual need to
apply classroom learning.

18. “Good language learner” characteristics
Lower inhibitions.
Encourage risk taking.
Build students´self-confidence.
Help students develop intrinsic motivation.
Promote cooperative learning.
Encourage students to use right-brain processing.
Promote ambiguity tolerance.
Help students use their intuition.
Get students to make their mistakes work for them
Get students to set their own goals.

19. (…) our profession has emerged into an era of
understanding a vast number of language
teaching contexts and purposes, and an
even larger number of student needs,
learning styles, and effective traits.

20. Clase muestra
STAGE OBJECTIVE
Actividades DESCRIPTION MATERIALS TIME
Presentación. Que el alumno se involucre con El profesor comenzará interrogando a los Presentación Power- 10 min
nociones generales de la alumnos sobre si tienen conocimientos de Point de aspectos
cultura alemana. la cultura alemana, da comentarios generales de
diversos para finalmente mostrarles una Alemania.
presentación con los monumentos y
eventos más notables en Alemania. Imágenes impresas
Practica. Que el alumno aprenda El profesor muestra una de las imágenes, que representan el 20 min
saludos y palabras básicas en pronuncia la palabra y todos repiten. (se nuevo vocabulario.
lengua alemana: muestran todas las imágenes)
Hallo, Guten Morgen, Guten El profesor muestra una imagen al azar y
Tag, Guten Abend, Gute Nacht, pide alguien que la pronuncie, si no la
Gut, Wie geth´s?, Danke, recuerda, recibe ayuda por parte de sus
Tschuss, Entschuldigung, compañeros.
eSprache, sDeutsch, eFrage,
eAntwort
Producción. Que el alumno haga uso del El maestro reproduce el audio dos veces y Hoja de trabajo. 15 min
vocabulario aprendido y que los alumnos responden la hoja de trabajo.
conozca la conjugación de los Se revisan las respuestas grupalmente. Bola de tela.
verbos SEIN y HABEN en
presente de las tres primeras El maestro escribe las conjugaciones y los
personas del plural. alumnos las practican oralmente haciendo
una oración sencilla: “Ich bin Jesús, ich
habe den Ball, Er ist Juan und sie ist Eydie”
pasando la bola hasta que todos han dicho
su oración.

21. Alemania.

22. Introduction
Full name: Federal Republic of Germany
Population: 82.1 million (UN, 2010)
Capital: Berlin Area: 357,027 sq km (137,849 sq miles)
Major language: German
Major religion: Christianity
Life expectancy: 78 years (men), 83 years (women) (UN)
Monetary unit: 1 euro = 100 cents
President: Christian Wulff
Germany is Europe's most industrialized and populous country. Famed for
its technological achievements, it has also produced some of Europe's
most celebrated composers, philosophers and poets.

23. Lugares
berliner mauer
For 28 years, the Berlin Wall - the most potent symbol of the Cold War - divided not only
the city but the world. Construction began shortly after midnight of 13 August 1961,
when East German soldiers rolled out miles of barbed wire that would soon be replaced
with prefab concrete slabs. The Wall was a desperate measure launched by the German
Democratic Republic (GDR) government to stop the sustained brain and brawn drain it
had experienced since its founding in 1949. Some 3.6 million people had already left for
the West, putting the country on the verge of economic and political collapse.

31. A symbol of Berlin, the BrandenburgerTor.
The Brandenburg Gate was commisioned by Friedrich Wilhelm II to represent
peace. The Gate was designed by Karl Gotthard Langhans, the Court
Superintendent of Buildings, and the main architectural design of this landmark
hasn't changed since it was first constructed in 1791. Ironically the gate was
incorporated into the Berlin wall during the years of Communist government. The
Brandenburg gate is probably the most well-known landmark in Berlin, it now
stands as a symbol of the reunification of the two sides of this great city.

35. Reichstagsgebäude.
It rises over Germany's resurgent capital, Berlin
The Reichstag building is a historical edifice in Berlin, Germany, constructed to
house the Reichstag, parliament of the German Empire. It was opened in 1894 and
housed the Reichstag until 1933, when it was severely damaged in a fire.
The term Reichstag, when used to connote a parliament, dates back to the Holy
Roman Empire.
After its completion in 1999, it became the meeting place of the modern German
parliament, the Bundestag.

39. Oktoberfest, Munich
Originated in 1810 as a wedding celebration for two Bavarian royals, Oktoberfest
now marks the start of the harvest season each year. Instead of gathering corn,
though, participants in the two-week-long festival gather in Munich to consume
some 1.8 million gallons (7 million liters) of beer produced by local breweries.

43. Potsdamer Platz, Berlin
Once Europe’s liveliest intersection, Potsdamer Platz was reduced to rubble by
Allied bombs and bisected by the Berlin Wall. Today, passersby can visit an outdoor
exhibit displaying pieces of the wall that used to divide the country's capital.

47. Katholische Hofkirche, Dresden
After being severely damaged during World War II bombings, the ornately
decorated Katholische Hofkirche, or Catholic Court Church, underwent significant
reconstructions to restore its roof and upper levels.

51. Castles
Schloss Neuschwanstein – das Märchenschloss Deutschlands

56. CLASE MUESTRA
ACTIVIDAD
DEUTSCHUNTERRICHT.
• A) Hören und markieren Sie.
A B C
Dialog 1 (eins) 2 (zwei) 3 (drei)
Bild ____________ ___________ ___________

57. • B)Ergänzen Sie die Dialoge. Dann hören Sie noch
einmal und vergleichen Sie. C) Lesen und spielen Sie
die Dialoge.
Danke, gut Guten Tag Und ihnen
Danke, gut Hallo Wie geht es Ihnen
Guten Morgen Hallo wie geth´s
Guten Tag hallo
1.-
__ Hallo __ , Nikos!
_____________, Lisa, _____________, Peter!
Na, ________________, Nikos?
____________________.
2.-
____________________.
____________________, Ihren Pass bitte!
3.-
_______________. Mein Name ist Yoshimoto. Sind Sie Frau
Bauer?
Ja, Willkommen in Deutschland, Frau Yoshimoto!
________________________?
___________________. __________________?
Auch gut, danke.

58. REFLEXIÓN
• Se observa una evolución evidente y obvia en cuanto al progreso de las
metodologías y teorías de enseñanza de segundas lenguas a lo largo del
tiempo. El constructivismo es bastante reciente por lo que se trata de un
producto del devenir histórico de dichas teorizaciones.
• Considero que en general se trata de una teoría bastante acertada,
actualmente el trabajo especializado e individualización de tareas se vuelve
cada vez más común y conviene adecuar las teorías disponibles a las
características y necesidades de los estudiantes. Por supuesto que es
necesario considerar especificidades del grupo en cuestión, por lo que, al
menos en lo que concierne al constructivismo, resulta muy útil en niveles de
educación medio superior y superior, preferentemente.
• La palabra anterior significa que no importa realmente el nivel académico
del alumno ya que una vez que éste adquiere una independencia y
consciencia para responsabilizarse de su aprendizaje, no es vital, por lo tanto
que aparezca una figura docente obligatoriamente.
• Personalmente, esta teoría viene a confirmar mi idea de que no necesitamos
más que nuestra capacidad reflexiva y curiosidad para aprender sobre el
mundo que nos rodea, sin necesidad de un pizarrón al frente; por supuesto
que la aparición de modelos a seguir y opiniones externas que nos ayuden a
contrastarnos no son para nada inútiles, al contrario.

59. BROWN, Douglas. (2000) Principles of Language Learning and Teaching. U.S.A:
Longman. 4th Edition.
RICHARDS, Jack. & Renaldyam Wily A. (2002) Methodoly in Language
Teaching, An anthology of current practice. U.S.A: Cambridge.