TESOL practices with constructivism prospective within adult and higher education with focus to Iraq and China models

Abstract EN

Philosophical perspectives views are concerned with defining the natural of world, the place in which individuals stand, and the possible relationships between the world and its parts.

These perspectives such as behaviourism, cognitivism, liberalism, and humanism provide frameworks to facilitate instructional designers and teachers when they are designing curriculums such as in TESOL classes.

This paper aims to explain the proper and teachers‟ reasonability of implementing constructivism while designing educational activities within TESOL and humanistic curriculum in higher education taking some qualitative classroom observation at English department at College of Basic Education in Duhok University.

Moreover, the paper describes the definition of constructivism at first then, to shed on the rationale of choosing constructivism as the guiding theory will be interpreted, based on current practices of learning history as an adult learner in the Kurdistan Region besides presenting materials that necessary to use in TESOL curriculum.

Following that assessment of history curriculum will be illustrated afterwards.

A conclusion will be sum up in the end to find the key concepts of constructivism in education is that knowledge should not be passively received but contributed by cognizing subject activity by learners.

In order to reach this goal, teachers should respect students‟ prior experience, concepts and beliefs and assist them to understand new knowledge.

What the paper found at the end is that students need to be encouraged and engaged to participate into learning activities by teachers especially in TESOL classes, in this process, the role of teachers is no longer as dominators but facilitators in the classroom.

However, it demands high quality of teachers to complete the whole curriculum, because student performance on which can be significantly affected by the quality of teachers; teachers‟ knowledge, beliefs, and behaviours are all associated to the success of learners in the constructivist teaching approach.