AbstractThis article reports on a study that investigates children’s experiences and perceptions of English language learning by using a metaphor elicitation technique. Giving children a voice in the early years recognizes children as individuals and as active and capable participants in their own learning. It gives both children and teachers an insight into the language learning process and contributes to a more learner-centred pedagogy. Previous studies using this technique have shown that children are creative and capable of giving their own metaphorical representations of their English language learning experiences both inside and outside the classroom. This study includes bilingual and EFL four- and five-year-olds’ representations in the form of a ‘My learning English senses’ zig-zag book, which provides an affective, personal record of their early English language learning experiences. The findings confirm the extent to which children of this age group operate mainly in the ‘here and now’.