Teaching resistance economics to children, as a strategic requirement of the educational system, demands approaches aligned with their cognitive, linguistic, and cultural characteristics. Despite emphasis in upstream policy documents on institutionalizing resistance economics from early schooling, the literature shows no coherent model centered on language for teaching these concepts to children. This study explicates a linguistic pattern using Strauss and Corbin’s systematic grounded theory. Data were collected through semi‑structured interviews with educational experts, teachers, and resistance‑economics specialists, alongside document analysis, and were analyzed via open, axial, and selective coding. The results identified causal, contextual, and intervening conditions, strategies, and consequences, organized within a paradigmatic model. The core category was “internalization of resistance‑economics concepts through linguistic reconstruction aligned with the child’s world.” Findings indicate language functions beyond a mere medium, acting as the primary mechanism for meaning making and institutionalization. Accordingly, effective teaching requires linguistic simplification, narrative‑based instruction, linking concepts to children’s lived experiences, and alignment between school and family discourse. The proposed model offers theoretical and practical foundations for curriculum design, teacher professional development, and producing child‑appropriate educational content.