<![CDATA[Language and emotional development during elementary school age are two fundamental pillars that synergistically shape children's personalities. Although both have been extensively studied separately, studies that integrate them within a comprehensive personality formation framework remain limited. This study aims to identify, synthesize, and critically analyze empirical findings related to the role of language and emotional development in personality formation of elementary school-aged children (6–12 years). The method used is a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol. Searches were conducted on Google Scholar, ERIC, Scopus, and Garuda databases using structured keyword combinations. Of 165 articles identified, 28 met the inclusion criteria and were analyzed in depth. The results show that well-developed language ability contributes significantly to social skills, self-regulation, and identity formation. Emotional development, particularly the ability to recognize, understand, and regulate emotions, proves to be the foundation for forming stable and adaptive character. The study also finds that the concept of adab as a philosophical basis for character education provides a normative framework that strengthens the relationship between language development, emotion, and personality. Pedagogical implications include the importance of integrating emotional literacy-based learning, reflective classroom dialogue, and adab-based character approaches in elementary education curricula.]]>
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