METHODOLOGY OF TEACHING YOUNG LEARNERS: Principles, Strategies, and Classroom Practice

This article provides a comprehensive examination of the methodologies employed in teaching languages to young learners, tracing the evolution of child language pedagogy from traditional approaches to contemporary, learner-centered frameworks. Drawing upon decades of research in child development, educational psychology, second language acquisition, and early childhood education, the article synthesizes major theoretical frameworks including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and the affective filter hypothesis as applied to young learners. The central argument posits that effective young learner instruction requires a principled, developmentally-appropriate approach that recognizes the unique cognitive, social, emotional, and physical characteristics of children.