When I started my journey as a student-teacher, I felt uncertain about how to connect with such young learners and teach them English effectively. As I progressed through the course, I realized that being an L2 teacher for young children is more than just teaching them a language; it’s about creating an environment where they feel comfortable and motivated to learn. Vygotsky’s theory of the Zone of Proximal Development (ZPD) has been pivotal in my learning. According to Vygotsky, children learn best when they are given support to perform tasks that they cannot do alone but can achieve with guidance. I’ve applied this concept in my activities by providing tasks that challenge the children but are within their ability with the right support. This understanding has shaped my aspirations to become a teacher, as I now see the role of the educator as a facilitator of learning, creating opportunities for development within the child’s comfort zone.

I believe an L2 teacher for young children must have a deep understanding of how children develop language and how they learn naturally. Piaget’s theory of cognitive development, especially his concepts of assimilation and schema, has influenced how I think about children’s learning. Piaget argues that children construct knowledge through interaction with their environment, so I believe activities that allow children to engage physically and through play are essential for language learning. Furthermore, I’ve learned that L2 teaching must be multimodal, as children learn best when different forms of interaction—visual, auditory, and kinesthetic—are combined. Applying these ideas has been a challenge, but also an opportunity for growth, as it allows me to create activities that help children learn English through play and exploration, which aligns with Piaget’s view of active learning.