This chapter explores the constructivist approach to language acquisition, emphasizing the active role of learners in constructing knowledge through experiences, interactions, and reflection. Rooted in cognitive theories, constructivism challenges traditional behaviourist views by highlighting internal processes such as perception, memory, and problem-solving. Key concepts like scaffolding, the Zone of Proximal Development (ZPD), and the role of play are discussed as essential components of this approach. The chapter contrasts the theories of Piaget and Vygotsky, highlighting their differing views on individual versus social constructivism, the role of development in learning, and the importance of social interaction. Practical implications for teaching include fostering meaningful learning through authentic tasks, collaborative activities, and metacognitive strategies. Criticisms of constructivism, such as its overemphasis on learner-centred approaches and challenges in assessment, are also addressed. Recommendations for educators include balancing learner autonomy with structured guidance, integrating technology thoughtfully, and adapting methods to diverse learners. By embracing constructivist principles, educators can create dynamic language learning environments that empower students to take ownership of their learning, develop critical thinking skills, and apply knowledge in meaningful ways.