In this multiple case study design, high-performing Chinese language immersion students were investigated to better understand their profiles. This study focused on their attitudes, motivations, support systems, strategies for learning, and their social environment and how it related to them. I investigated three cases of high-performing Chinese language immersion students in a suburban school district in the Midwestern United States participating in a one-way Chinese (Mandarin) language immersion program. I utilized document analysis, solicited diaries, semi-structured participant interviews, parent interviews, Chinese immersion teacher pre-interview questionnaires, and Chinese immersion teacher interviews as data collection instruments. After analyzing the data, I wrote a case report for each of these cases and completed a cross-case synthesis to identify what was universal, variant, and divergent amongst the profiles of these high-performing individuals.
|Commitee:||Eubank, Roxanne, Germundsen, Richard, Kotz, Paul E.|
|School:||Saint Mary's University of Minnesota|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Bilingual education, Foreign language education, Middle School education|
|Keywords:||Chinese immersion, High-performing, Language immersion|
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