Common European Framework of Reference and Constructivism

The necessary constructivist conditions for learning (in Driscoll, 2000:3822-3 and elsewhere) are summarized as follows:
1. Embedded learning in complex, realistic and relevant environments. (Duffy, Jonassen 1991; Cunningham, 1991; Honebein 1996)
2. Provide for social negotiation (cooperative and socio-moral atmosphere) as an integral part of learning,. (Piaget 1973, Vygotsky 1978 and Bruner 1966, De Vries 2002)
3. Support multiple perspectives and the use of multiple modes of representation. (Duffy and Cunningham, 1996; Honebein 1996)
4. Encourage

ownership in learning. (Duffy and Cunningham, 1996; Honebein 1996)
5. Provide adequate time for learners’ investigation and in-depth engagement. (De Vries, 2002)

The Education Committee of European Union have defined the language learning and teaching experience in their comprehensive “Common European Framework of Reference for Languages”(CEF) as process oriented, including linguistic, sociolinguistic and pragmatic competence, skills and abilities for learning. Promotion of plurilingualism has been of concern for the European Union, for this the Education Committee has outlined some key concepts in language learning and teaching. Among these are action oriented approach that is encouraging active learning of the language learners, autonomy and self awareness in learning, cognitive and social aspects of learning, using instructional technologies and diverse media in the process of teaching and learning languages, promotion of life-long learning. (CEF 2001) These concepts are in line with the constructivist learning conditions mentioned before.

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