This paper attempts to introduce the principles of language education theories and practices of implementing the theories for childhood Chinese Teachers in Korea. Language theories and language-teaching theories are the pillars of the theories’ principles: Practices to implement the theories such as objectives, syllabus, activity types, learner roles, teacher roles and material roles, are introduced in this paper. As children’s language acquisition process is different from that of adults, traditional method of language teaching based on structuralism is inappropriate for children. The need to learn the Chinese language is sharply increasing in Korea, however, different ways of teaching such as communicative language teaching, content-based instruction, cooperative language learning, or scaffolding are hardly implemented in Korea. Chinese immersion education in the United States certainly sheds light on Korea’s future, and the paper compares the two countries’ childhood Chinese education. Considering the widely spread sociolinguistic demand of the Chinese language in Korea, these different ways of teaching will play an important role in the field of childhood Chinese teaching. The paper also attempts to suggest a way to forge meaningful and sustainable cooperation among policy makers, researchers, and teachers.