In Surrey, British Columbia teachers use play-based learning to support young students under the guidance of the provincial curriculum including language diverse settings. This qualitative phenomenological research study investigated teacher experiences with implementing play-based learning for English language learner support in kindergarten and Grade 1 classrooms. All participants were employed by the Surrey school district during the research study. Six participants completed interviews and another six completed digital surveys that were used for complementarity. Interview and survey transcripts were coded with a Vygotskian theoretical lens and five themes were developed: teaching philosophies and practices, school experiences, literacy, play, and English Language Learning. Conclusions included teachers defined play-based learning in different ways; teachers noticed positive impacts of play on ELL students; teachers used two distinct play-based strategies for supporting ELL students; and the pandemic had negative impacts on teachers, their students, and student caregivers. Recommendations for teachers of ELL students included getting directly involved in play, teaching play strategies explicitly, and employing teaching strategies that incorporated language usage and play including the story workshop method and free play.
