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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Zaozao Wang
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DOI:10.17265/2328-2177/2026.02.002
Columbia University, New York, USA
This qualitative case study explores the relationship between a young learner’s perceptions and attitudes toward learning Chinese as a second language (L2) and his Chinese language proficiency within a dual language immersion program in New York City. Focusing on a third-grade, non-Chinese heritage student who demonstrated markedly higher Chinese proficiency than his peers, the study draws on multiple data sources, including classroom observations, informal student interviews, parent interviews, and analysis of student work and assessment results. Findings indicate that the learner’s positive yet largely unarticulated perceptions of Chinese learning, strong intrinsic motivation, and integrative orientation toward the target language and culture contributed significantly to his advanced proficiency. Parental language ideologies and a supportive, non-pressuring home environment further reinforced the learner’s agency and engagement. The study highlights the reciprocal relationship between affective factors, learning behaviors, and language outcomes, and underscores the importance of fostering learner agency and positive affective experiences in early Chinese immersion contexts. Implications are discussed for bilingual education and Chinese dual language immersion programs, particularly in relation to curriculum design and teacher awareness of affective variables in second language acquisition.
dual language immersion, Chinese as a second language, learner perceptions, attitudes, bilingual education, qualitative case study
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