Abstract
We explored the teaching practices of a teacher who has early childhood training and proficient English skills for an integrated English curriculum in a 4- to 6-year-old mixed-age classroom. The purpose of this study was to investigate how to integrate English into the daily routines of children and clarify the teaching strategies and considerations of the teacher when using these strategies. The data included classroom observations for 7 months and teacher interviews. The results showed how English learning activities echoed the purposes of an integrated English curriculum. English learning was integrated into lunchtime, transitions, warm-up, story time, and cooking activities through a multilayered process that involved various strategies such as translating, guiding, modeling, facilitating peer assistance, providing visual aids, providing artifacts, bridging, praising, and making deliberate errors while speaking. The general knowledge of child development and individual children’s interests and learning were the teacher’s considerations. We also provide suggestions for teaching practices and future research directions.