Konstruktion statt Instruktion

Constructivist approaches have been revolutionizing an ever-increasing number of scientific fields and their applications for over a decade. To examine the implications of these new perspectives for the theory and practice of foreign language teaching, more than 40 representatives from this field gathered in October 1999 at the Dortmund Congress for Foreign Language Didactics in a working group. The volume contains twelve contributions that arose from this occasion, providing an overview of the range of topics discussed, as well as a foreword by Ernst von Glasersfeld and an introduction to the subject area of cognitive theory and foreign language didactics by the editor.