Encouraging children's motivation for foreign language learning in an inclusive educational context

Developmentally sensitive approaches underscore that motivation cannot be examined in isolation from the educational environment, but should instead be understood as emerging from the interaction among learners, teachers, and the broader social context in which learning occurs. Aim. This review aims to examine, through qualitative analysis of relevant empirical and theoretical review studies, the strategies, practices, and contextual conditions that foster motivation for foreign language learning among preschool and early elementary school children, with a particular emphasis on inclusive educational environments. Method. A systematic content analysis was conducted of eleven studies published between 2012 and 2025, representing diverse methodological approaches, including qualitative, quantitative, mixed-methods, experimental, and longitudinal designs, across preschool, primary, and inclusive educational contexts. Results. The results indicate that, in early childhood, motivation is predominantly intrinsic and affectively grounded, and is most strongly expressed when instruction is organized through interactive, play-based, and experiential activities that foster active participation, social interaction, and a positive emotional learning experience. The findings further demonstrate that motivation is dynamic in nature and is significantly influenced by the level of teacher support, the presence of an emotionally safe classroom climate, and the quality of feedback, as well as by the development of learners' Self-Concept. Conclusion. Digitally supported and multisensory approaches may enhance curiosity and sustained engagement when they are meaningfully integrated into instructional practice. In inclusive educational contexts, accessibility, clear instructional structure, visual support, and differentiated modes of participation emerge as key conditions for sustaining children's motivation over time.