English language teaching in primary education is one of the controversial subjects in Iran's educational system from educational, cultural, and policymaking perspectives, necessitating scientific and interdisciplinary evaluation. The core issue in this domain is not merely the "legitimacy or illegitimacy" of language teaching, but rather determining the appropriate starting age, effective teaching methods, the quality of the teacher training system, and the relationship between foreign language instruction and the reinforcement of the Persian language and children's cultural identity. Analyses indicate that the inefficiency of language teaching in Iran primarily stems from two factors: selecting an inappropriate age and stage for initiation, and the persistence of traditional and non-practical teaching methods that fail to foster real communicative competence in learners after years of instruction. Concurrently, the assumption of definitive harm caused by a second language to the mother tongue is rejected, emphasizing that second-language learning, when properly designed, can contribute to deepening the first language and enhancing intercultural competence. Proposed strategies include reforming language education across all levels, determining the age of instruction based on reputable research, strengthening Persian language education and addressing its shortcomings, training specialized teachers possessing professional qualifications and child-handling skills, increasing instruction hours, developing standard assessment and evaluation criteria (such as comprehensive skill-based exams), paying attention to cultural contexts in border regions, and moving toward gradual and realistic planning in educational policymaking.