UNDERSTANDING LANGUAGE

Constructivism as a school of thought

1. Constructivism in our day is considered as one of the best schools in the development of thought, in the formation of people who go hand in hand with the new parameters and that adjust to the circumstances of the society that is being lived today.
   
   The constructivist school is based on the student being able to think, generate his own ideas, give his opinions, give his judgments, put into practice what he knows through experimentation all of the above lead to the knowledge is acquired meaningfully and is learned not to a moment if not for life.
   
   Psychology and education in constructivism go hand in hand, as well as research, in which the theories of important figures such as Piaget, Vygostky, Ausubel, Bruner among others are unraveled. As a school of thought, constructivism is centered on students' learning, where dynamic spaces of participation are created, where they learn from the exchange with other subjects who acquire knowledge, this results in a more practical learning, which is at the reach of many and that draws attention because it is worth nothing to learn concepts and procedures of memory if they do not know to apply or is not known the relationship or use with the reality in which they live, is that constructivism opens the door to a new way of learning, of teaching, of directing our thoughts along the same line that is the creation of knowledge grounded in reality and applied to the sinsustancias of life and reality that demands it today.
2. Constructivism is a stream of didactics that proposes the need to give the student tools that allow him to create his own procedures to solve a problematic situation, which implies that their ideas are modified and continue to learn.
   As Concepción and Rodríguez (2005) expresses, "constructivism directs attention to the fact that the dynamic learning product of the interaction between the subject and his environment, he constructs explanatory models that allow him to adapt to the environment. The subject has an active character ". P (79). That is to say that the student is not seen as a passive subject, on the contrary he is an active subject, committed to his learning, which he builds for himself.
3. Constructivism is a big branch and learning tool since it takes into account the views and ideas that students determine through their learning and their experiences.
   on the constructivism the experience and the way in which the students process their information obtained and make use of it to create new hypotheses and arguments is a tool essential for students to recreate experiences and create new knowledge.
    it having basis of the learning by means of the search and resolution of problems, the constructivism brings to the student build and form the basic structures and the ideas of their knowledge obtained.

     5. is one of the most representative streams of pedagogical thinking and explains the learning from the active intellectual processes and the internal of the subject. The subject constructs his own knowledge in an idiosyncratic way is conceived as an independent process to the learning, that responds fundamentally to biological processes of maturation.

An inevitable consequence of the constructivist postulate is that the student is assigned the enormous responsibility of being a constructor of his own knowledge, an aspect that coincides with pedagogical activism.

Vygotsky’s philosophy 

 
1. Vygotsky's contribution has meant that learning is not considered as an individual activity, but rather social. That is to say that social interaction in learning must be valued, since the student learns more effectively when he does it in a cooperative way.

Although teaching should be individualized in the sense of allowing each student to work independently and at his own pace, it is necessary to promote collaboration and group work, as they establish better relationships with others, learn more, feel more motivated, increase their self-esteem and learn more effective social skills.

Taking into account that Vygotsky believed that learners learn more efficiently in a social setting, these are some examples to apply their theories:

1.1-      Divide students into groups so that they can learn not only from their teachers but also from their peers.

1.2-      Put smarter students with the less intelligent to ensure there is a figure of a "more expert" within the group. Vygotsky believed that a teacher or peers can play the role of "the other more expert".

1.3-      Assign roles to students to carry out an activity. For example: "Summarizer", "Questioner" and "Clarifier." Explain to the students that each one has a special job. Vygotsky believed that social interaction plays an integral role in learning and promotes a style of reciprocal teaching rather than a flat style based on dissertation.

2. The philosophy of Vigostky argues that the subject is of utmost importance insofar as the psychology from the being is of great validity, where the stimuli are not simply an action but the subject is who gives a modification to these stimuli. The context is very important because it is the social space where the individual is in constant interaction and development of activities, whether cognitive, physical or emotional, a clear example could be a student who is learning in a primary course and is in the immediate interactive level when he is learning and meets with his classmates who make see the explicit form of what he is learning, now we go to the context of the family and school as a structural level and can give a slightly more real look of what that he is understanding from his family may help him to better understand or at school his teacher explains and can be understood better, and the social or cultural level is already a look at the social or cultural reality that is being lived, as the society provides necessary elements so that the subject can acquire their cognitive bases or structures of learning from the realities and contexts.

The mental maturation of the subjects is a progressive process that since children is acquiring and that in the course of time is achieved a better mental balance, but not only depends on the age, but the contexts and social spaces in the that the individual is in constant social interaction, cognitive achievements not only depend on the development of the age, but on the relationships existing between the child and his environment, it is necessary to consider a level of progress, but depends the information and tools that are are providing for them to contribute to the advancement and development.

Vygotsky considers the conception of development as superior psychic functions; it is a function that is shared and inter-psychological as the part of a single individual, and in his second intra-psychological memento; all this is achieved thanks to the context and the social part that is available to individuals in constant formation.

Another clear example could be a child living in the rural part, where the functions of interaction with the environment, physical functions, knowledge of the environment is much more effective and very quickly have acquired them as well as establishing spaces for interaction with the family; while a child living in the urban part could be in a totally different environment and it could see more developed parts of urban life, the context of school and school routines and at the same time the scope and management of the technology with these devices and elements would be with those who are most in contact as learning tools and as a distraction.

3.his theory shows that social interaction is a huge factor in learning, but we must bear in mind that in this determines whether the environment surrounding the student is trained to provide you with the appropriate knowledge, of course, in addition to if the environment is a positive or negative influence on the process of learning.

Then taking as a reference that theory in the classroom students can be active giving opinions, ideas, and others, according to the previous knowledge both of them as the other students, so that the information collected from a variety of sources of extra information that it will make more complete and true

Although we must take into account that the student or receiver of information can transform and give verdict according to his knowledge so that you can decide whether the information is concrete, real and quality, so that the information will remain in a constant variety of ideas and opinions according to how many people know it.

4. Similarities include inquiry teaching methods and students creating concepts built on existing knowledge that are relevant and meaningful. Differences include language development theory where thinking precedes language for cognitive constructivism and language precedes thinking for the theory of social constructivism. Understanding communicative tools and strategies helps teachers to develop individual learning methods such as, discovery learning, and social interactive activities to develop peer collaboration.ocial interactive activities to develop peer collaboration.

5. learning rather than attitudes and beliefs; has a profound influence on how one thinks and what one thinks influence of the context is determinant in the development of the child; for example: a child growing up in a rural environment, where their relationships are only concretized to family ties, will have a different development from that which is surrounded by more favorable cultural environments. The rural child will develop his body mastery and field knowledge faster; the urban environment will have a closer approach to cultural and technological aspects.