Global Journal of English Language Teaching

This article examines five core pedagogical principles that underpin effective English language teaching for young learners through a qualitative literature review. The study synthesizes research on play-based and experiential learning, multisensory and physical approaches, task-based learning, meaningful context and authentic materials, and the integration of language skills. The review demonstrates that successful English instruction for children requires fundamentally different methods from those appropriate for older learners, emphasizing child-centered methodologies aligned with developmental characteristics, cognitive capacities, and natural learning processes. Evidence indicates that when pedagogical practices incorporate active engagement, physical movement, social interaction, and joyful learning experiences, children acquire linguistic competencies more effectively while developing positive attitudes toward English learning. The findings highlight implications for teacher education programs, which must provide specialized training in young learner pedagogy, child development, and age-appropriate instructional strategies rather than generic language teaching approaches. Educational policies must establish systemic conditions that enable effective implementation, including appropriate class sizes, high-quality materials, adequate teacher preparation, and realistic curriculum expectations. Practical integration of these pedagogical principles requires ongoing reflection, contextual adaptation, and teacher agency within collaborative professional learning communities. Future research should expand comparative studies across diverse contexts, conduct longitudinal investigations to track the long-term effects of different pedagogical approaches, and examine emerging technologies that integrate with developmentally appropriate practices. The article concludes that systematic application of research-informed, child-centered pedagogical principles is essential for creating learning environments where young learners joyfully engage with English while developing linguistic competencies and positive self-concepts as language learners.