The use of play in English as a foreign language classrooms: Chinese teachers’ perspectives

Abstract

This semi-structured interview study seeks to describe Chinese teachers’ understanding and concerns about the use of play in supporting young children’s English learning. Eight English as a foreign language (EFL) teachers of children aged between 3 to 8 years were involved, including both local teachers and international teachers. Findings reveal that because of the unique feature of EFL learning, structured play-based learning was mainly discussed and favored by teachers. Although teachers showed an inclination of separating learning from play, they believed that play serves a supporting role in maintaining students’ interest and motivation in English learning, which is especially crucial important for young children. However, teachers are concerned that play’s benefits would be considered being neutralized when children get older from parents’ perspectives which will eventually negatively impact teachers’ teaching practices. Teachers also face the barriers of balancing the gap between child’s language abilities and cognitive development in EFL teaching. The findings and discussions raise implications for researchers and practitioners to rethink how to define play. A broader definition of play-based learning will help balance both the needs for academic teaching and the benefits of incorporating play, as well as provide implications for integrating play pedagogy in public school systems.