English teaching and learning: A multi-theoretical approach?

Abstract

This paper critically explores theories of learning in relation to my initial teaching experience of English. Both cognitivism and constructivism are critically evaluated as approaches to learning, with reference to my own teaching and observations during the initial phase of my training. Meaning-making, memory, and preparedness to learn are discussed within the context of the two theories, with a particular emphasis on the effectiveness of dialogic teaching and learning and group work. This paper concludes that a multi-theoretical approach is to be recommended for the teaching of English; social constructivism clearly fits well with the subject but there must be elements of behaviourist and  cognitivist teaching and learning in order to facilitate dialogic interaction, and in order that pupils have a secure cognitive framework. It is suggested that for learning to be facilitated effectively, it is important that preparedness of the learner is also taken into account.