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The aim of this study is to investigate the New Zealand early childhood teachers’ perspectives and practices on English acquisition among Asian English language learners (ELLs). The theoretical framework of this research draws on sociocultural perspectives. The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Research methods included observations and semi-structured pre- and post-observation interviews. The findings revealed that there were dissonances between the teachers’ perspectives and their practices. While the teachers viewed that the Asian ELLs would naturally acquire English due to its dominant role in the early childhood setting, there were challenges both on the teachers’ and Asian ELLs’ part. This study provides a basis from which to consider how early childhood teachers in New Zealand better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds
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