Meaningful English Teaching in Light of Piaget, Vygotski, Wallon and Ausubel

Abstract

The English teaching provides the learner with new opportunities for knowledge, work, communication and more. This must be as conscious as possible, with didactic and pedagogical, cognitive and metacognitive strategies, aimed at seeking better results. The aim is to discuss English language teaching with playfulness, in light of main theories of Piaget, Vygotsky, Wallon and Ausubel, making it as meaningful as possible. As results and discussion, it emphasizes that the teaching of so-called foreign languages, such as English, is conscious and needs didactic and pedagogical strategies that involve the learner in his in its multiple contexts, making his programmatic content interesting and motivating for those who learn it. For Piaget, this learning must be according to the student's age group, their interactions and adaptations; Vygotsky argues the need for social interaction; Wallon involves the affective and motivating question and Ausubel defends the valorization of the student's previous knowledge. Thus, it is stated that English teaching should be stimulated as soon as possible, in the youngest age groups, so it can be assimilated and learned in a playful, social, interactive and meaningful way.