The age at which children begin learning English as a foreign language (EFL) has been decreasing, reflecting a noticeable global trend toward early language instruction. In China, teaching English to young learners, especially preschoolers, was previously widespread. However, recent policies have banned EFL instruction in public kindergartens and further imposed significant restrictions on private-sector EFL education. Given this background, there are now gaps in understanding contemporary EFL learning experiences, particularly for children who began studying English before the mandated starting age of nine.

Drawing on two key principles of educational experience—continuity (or the experiential continuum) and interaction (Dewey, 1955)—as well as the concept of foreign language (FL) learning as a cognitive and emotional process occurring both within and beyond the classroom (Csizér & Kálmán, 2019), this doctoral study aims to explore the EFL experiences of preschoolers in the Canton area of China.

The Canton area is known for its multilingual population, with the majority of children coming from families that speak both a local language and Mandarin. Since English is a major subject required in schools, multilingualism is a prominent feature of the region. Considering both the multilingual nature of families and recent policy changes, much remains unknown about the EFL learning experiences of children aged 3 to 6, particularly regarding their perspectives, attitudes, and the resources, support, and access available to them.

This study aims to:
a) Understand the contemporary EFL learning experiences of young children in China from their perspective.
b) Examine the different resources, support systems, and access to EFL learning provided by various stakeholders.

Specifically, the study seeks to explore children’s understanding of their own EFL learning, their feelings and attitudes toward it, as well as the resources provided to them and how they utilize these resources. Additionally, the study will investigate these aspects from the perspectives of key stakeholders, particularly parents, caregivers, and teachers. It will also examine the provision and support offered by parents and caregivers, along with their interpretations and reactions to recent policy changes.

Accordingly, the following research question is developed for this study:

• 1. What are three-to-six-year-old children’s experiences of learning English as a foreign language in contemporary China?
  • 1.1 How do children interpret and understand English?
  • 1.2 How do they feel about learning English? 
  • 1.3 What resources do they have to learn English, and how do they use them?  
• 2. How do different stakeholders, specifically parents or carers and teachers provide for and support children learning English as a foreign language?
  • 2.1 What kind of provision for learning English could children currently access? 
  • 2.2 What support do parents or carers and teachers provide? What kind of support is most valuable and why? 
  • 2.3 Has the “Double Reduction” policy changed the situation in any way? If so, how? 

To explore these areas, a conceptual framework has been developed based on social constructivism, the Douglas Fir Group’s Transdisciplinary Framework for second language acquisition, and Bronfenbrenner’s bioecological model. This framework adopts the interactional nature of language learning and attempts to understand children’s learning experiences at different levels of interaction, including the micro, meso, macro, and chronosystem levels.

This study employs an online mixed-methods approach to access key stakeholder perspectives. Specifically, a quantitative survey is designed to understand parents’ perspectives regarding the provision and support they offer their children. To gain insight from the children and amplify their voices, an innovative online creative method will engage children aged 3 to 6 in sharing their EFL learning perceptions and experiences, which may be influenced by recent policies. This method is inspired by the ‘Mosaic’ approach and the child-parent dyad in early childhood research. It aims to explore young children’s EFL learning experiences using a child-friendly approach that highlights their voices. The approach integrates the use of a hand puppet, encouraging children and their caregivers to participate in a series of interactive online activities, including picture book reading, song listening, games, drawing, and video creation. It also employs photovoice techniques to capture and understand children’s perspectives on their EFL learning experiences. Regarding teachers’ perspectives, a focus group is designed to explore children's interactions with teachers in the EFL classroom, the activities and methods used, and teachers’ understanding of children’s experiences outside the classroom.

The findings from the quantitative research provide insights into children's access to and the support they receive from their parents. Through the surveys, parents shared information about the length and duration of time their children spend on EFL learning. Additionally, the survey reveals details about the specific resources provided to children and parents' motivations for engaging them in EFL learning. When considering children’s perspectives, rich data has been gathered, offering specific insights into their interpretation and understanding of English and English learning. The findings include details about their English learning schedules, learning materials, specific resources and access, as well as their feelings and attitudes toward learning English. This section of the findings also includes more detailed information from parents regarding their motivations and rationale for encouraging their children to learn English. Furthermore, parents' reactions and attitudes toward recent policy changes, along with the actions they take in response to the current educational environment, are also explored. Additionally, other interesting data has emerged. Focus group discussions with teachers reveal specific activities that children engage in within the classroom.

Csizer, K., & Kalman, C. (2019). A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary. Studies in Second Language Learning and Teaching, 9(1), 225-246. Dewey, J. (1954). Experience and education. New York: Macmillan.