Understanding young high-achieving Chinese L2 learners’ experiences: a case study in an Australian primary school

Abstract

ABSTRACT 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.