Chinese immersion programs have been increasingly popular in US schools. However, we have insufficient data on young English‐speaking children's acquisition of Chinese as a second language in these programs, and specifically on social contextual variables systematically promoting or hindering Chinese language use. Taking a variationist sociolinguistic approach, this mixed‐methods case study identifies interlocutor and task as central social variables that most significantly condition the use, and therefore the acquisition, of Chinese by second graders attending an early total one‐way Chinese immersion program in the United States. The idiosyncratic social roles learners played with different interlocutors in carrying out classroom tasks and activities help account for their use of Chinese or English, with implications for future research on second language acquisition and pedagogy in one‐way language immersion education.

中文翻译：

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早期全单向汉语沉浸式课堂的第一语言和第二语言使用


中文沉浸式课程在美国学校越来越受欢迎。然而，我们没有足够的数据来证明说英语的青少年在这些项目中习得中文作为第二语言，特别是关于系统性地促进或阻碍汉语使用的社会背景变量。这个混合方法的案例研究采用变分主义社会语言学方法，将对话者和任务确定为中心社会变量，这些变量最重要地制约了在美国参加早期完全单向汉语浸入式课程的二年级学生使用中文，从而习得中文。学习者在执行课堂任务和活动时与不同的对话者所扮演的特殊社会角色有助于解释他们对中文或英文的使用，这对未来单向语言浸入式教育中的第二语言习得和教学法的研究具有影响。