ABSTRACT
Teaching and learning English as a foreign language (EFL) in early childhood education is a topic that concerns a wide range of disciplines. In this hybrid field, different research directions in teaching and learning EFL often cross-fertilise each other and lead to better knowledge of the issues involved. This paper reports a study that aimed to examine a TEFL (Teaching English as a Foreign Language) activity in a bilingual education program offered in an urban kindergarten in China. The study has a twofold focus: a) the issue of appropriating English or placed language resources in TEFL; and b) the participating children’s responses to the activity. In other words, this study has been designed to investigate how EFL teachers may appropriate and place English resources and how young EFL learners have been observed to respond to the activity.
