English: This article reflects about the author’s professional development as language practitioner,
educationalist and researcher. A literature review conceptualises principles
of constructivist learning theories and shows how the (intuitive) implementation
of these principles has enhanced students’ ability to construct meaning and accept
responsibility for their own learning in the author’s teaching and research programme.
Mention is made of different approaches to language teaching that can be integrated
successfully in the constructivist paradigm, for instance the communicative and
task-based approaches. These are based on recent research on the functioning of
the brain when learning takes place, and its implications for the development of
creativity in language teaching are discussed.