Listening to the Voices of Children Learning English as a Foreign Language

This study aims to reveal and describe individual children’s views on learning English as a foreign language. Three children in a partial English immersion kindergarten program in Taiwan were recruited as participants. A qualitative approach with an emphasis on art-based methods was employed. Data collection included observations of English classes, photo-elicitation interviews, and children’s drawings. Although all the children underwent the same English activities, their different family backgrounds, characteristics, and learning styles made their English learning experiences and performances unique. The implications for early childhood English language teachers were discussed.