Positive Language Teaching to Children: A Conceptual Framework

Abstract

This paper aims to propose the Positive Language Teaching to Children (PLT-C) framework, which adapts the principles of Positive Language Teaching (PLT) to early foreign language (FL) education. To achieve this, the study begins by discussing the importance of foreign language learning in childhood and the challenges children face in traditional, teacher-centered settings that often neglect emotional and developmental needs. Then, it introduces PLT-C as a child-centered model designed to balance linguistic, cognitive, emotional, and social growth in a joyful and supportive learning environment. The paper outlines the core components of PLT-C and explains how these dimensions interact to promote well-being and language development. It also details the main pedagogical principles of PLT-C, including objectives, syllabus design, teacher and learner roles, instructional techniques, and assessment practices. Practical considerations and potential challenges in implementing PLT-C are addressed by highlighting the need for teacher training, cultural adaptation, and time management in emotionally focused instruction. Finally, recommendations are provided for teachers and researchers to refine and expand the framework.