This paper is an attempt to understand whether and, if so, how one particular prospective learning theory in education really deals with the issue of diversity. As a prospective learning theory, epistemology, and methodology, constructivism emphasizes non-transmitted ways of classroom instruction, and its conduciveness to student learning has been well documented. However, most research concerning constructivism has been conducted in relatively stable linguistic, ethnic, and cultural contexts; relatively few studies have critically analyzed the process of teaching and learning when constructivism is applied to contexts involving linguistic, cultural, or ethnic diversity. In the paper, the author discusses the major assumptions and the possible challenges to constructivism when it is applied to the students with limited English proficiency. In the final section of the paper, pedagogical implications related to multicultural education are suggested.
"Rethinking Constructivism in Multicultural Contexts: Does Constructivism in Education take the Issue of Diversity into Consideration?,"
Essays in Education: Vol. 12
, Article 1.
Available at: https://openriver.winona.edu/eie/vol12/iss1/1