Language Learning Simulations: A Piagetian Perspective

Abstract

This article approaches language learning simulations from the standpoint of Piaget’s philosophy, and it is meant to achieve two goals. The first goal is to point to some of the similarities existing between the principles underlying symbolic play and those underlying language learning simulations, and the second is to show that Piaget’s ideas are at the core of classroom language learning simulations. The latter goal is fulfilled by describing a simulation currently used in an English as a second language composition class at Oklahoma State University.