Understanding young high-achieving Chinese L2 learners’ experiences
A case study in an Australian primary school
Bibliographic Data
| ID | 11184451 |
|---|---|
| Authors | Shaoru Annie Zeng (0000-0001-8884-0968, Monash University, corresponding author), John Ehrich (0000-0002-5317-4878, Macquarie University) |
| Year | 2025 |
| Volume | 46 |
| Issue | 10 |
| Pages | 3762-3777 |
| Publication date | 2025-11-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Multilingual and Multicultural Development (JOURNAL) |
| Journal identifiers | ISSN: 0143-4632 • E-ISSN: 1747-7557 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01434632.2024.2363917 |
| OpenAlex | W4399514931 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Chinese (Mandarin) is taught as an L2 in many Australian primary schools and is considered challenging for English-speaking students to learn. This case study is an inquiry into the experiences of young high-achieving Chinese L2 learners' (from an English-speaking background) in an Australian primary school. This study aims to search for the answers to 'why' and 'what makes' high-achieving students perform well and become high-achievers in Chinese L2 learning. Using interpretive phenomenological analysis, the findings of the multiple case study reveal that both internal and external factors play a role in supporting high-achieving students' learning. Internal factors include self-confidence, positive attitudes towards L2 learning, and interest in L2 learning. External factors relate to continuously learning the same L2 curriculum and family support in language learning. This study highlights the importance of understanding the experiences of young high-achieving Chinese L2 learners and the factors that affect their learning for English-speaking background students
Mathematics education · Pedagogy · Sociology · Education Systems and Policy · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Research Methods in Education
Sociocultural Theory and the Pedagogical Imperative in L2 Education
The input hypothesis
An Introduction to Qualitative Research
Research with Children
Interpretative Phenomenological Analysis
Walking the talk? Exploring curriculum implementation in the International Baccalaureate in the Australian context
L2 Chinese teachers’ beliefs about engagement strategies for students in Australia
Accessing a global community through L2 learning
Teachers’ views on their methodology and their profiles
Influences on teachers’ attitudes towards languages of learning and teaching
Language awareness as a resource for multilingual individuals’ learning about culture
Conditions for Second Language Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |