This paper presents a comprehensive analysis of the philosophical, pedagogical, and psychological perspectives essential to the creation of a Slovak language textbook for second language learners, specifically targeting younger school-age children and young Slovaks living abroad. The objective is to outline the foundational theoretical concepts that inform the design of textbooks, ensuring they are not only linguistically accurate but also pedagogically effective and psychologically supportive for this specific age group.

The philosophical perspective addresses the broader principles of language acquisition, emphasizing the role of language in shaping individual identity and fostering cultural understanding. It discusses the importance of viewing language learning as a dynamic, interactive process that is deeply embedded in social and cultural contexts. For young Slovak children living outside Slovakia, learning their native language can also play a vital role in maintaining a connection to their heritage and cultural roots. This viewpoint is critical in shaping how Slovak, as a second language, can be taught in a way that is both meaningful and engaging for these learners.

From a pedagogical standpoint, the paper examines key teaching methodologies, instructional strategies, and curriculum design elements necessary for teaching Slovak to younger school-age children, especially those with diverse linguistic backgrounds. It explores the integration of communicative approaches, task-based learning, and other contemporary methods aimed at developing both linguistic competence and communicative proficiency. Attention is given to how textbooks should support diverse learning styles and accommodate the varying levels of proficiency found in second language learners, particularly in an international context.

The psychological perspective focuses on the cognitive processes involved in second language acquisition, such as memory, attention, and motivation. It investigates how these processes can be facilitated through appropriate textbook design, including the use of clear, structured content, engaging exercises, and scaffolding techniques that support learners' cognitive development. The paper also explores the role of motivation and emotional factors in language learning, emphasizing the need for textbooks to foster a positive and supportive learning environment, particularly for children who may feel disconnected from their linguistic and cultural roots.

By integrating these three perspectives, this paper argues for a multidisciplinary approach to textbook development that takes into account not only linguistic theory but also the cognitive, emotional, and social dimensions of language learning. The goal is to provide valuable insights into the creation of a Slovak language textbook specifically designed for young learners abroad, helping them maintain their connection to the Slovak language and culture while developing their second language skills in an engaging and supportive educational framework.

Keywords: Primary education, Slovak as a second language, Slovak textbook.