ABSTRACT
In this chapter, we explore the epistemological foundations of learning and teaching as these relate to the case of world language education. We discuss the use of metaphors and metaphorical language as windows into our own understanding of what it means to “know” a language, and what the implications of such metaphorical language for our teaching practice are. Next, we will examine the role and place of learning theories in world language education, and briefly explore some of the major historical approaches to the teaching of foreign languages. The focus of the chapter, however, is on constructivist learning theory, and the implications of constructivism for both the learning and the teaching of world languages. We consider the potential contributions of constructivism to world language teaching and learning by providing a broad overview of its core assumptions and concepts, and then explore the ways in which constructivism can inform and promote effective pedagogical practice.
