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Research demonstrates strong associations between psychosocial factors (motivation, attitudes, beliefs), outside of class behavior, and second language (L2) learning, particularly reading achievement [Briggs and Walter  2016 .  Read On! Extensive Reading and Young Second Language Learners’ Motivation and Attitudes ; Masgoret and Gardner  2003 . “Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates.”  Language Learning  53 (S1): 167–210]. Fewer studies have explored the attitudes of students studying a heritage language (HL). Mandarin Chinese is the second most commonly spoken home language among dual language learner children in the U.S. [Park, Zong, and Batalova  2018 .  Growing Superdiversity among Young US Dual Language Learners and its Implications . Washington, DC: Migration Policy Institute] and increasing numbers of children receive explicit Chinese instruction. Comparatively less is known, however, regarding their attitudes toward Chinese maintenance and reading or the impact on intended effort. The current study addressed language learning attitudes and motivations, language specific reading attitudes, and out-of-school language use in physical and digital environments, among 58 children ages 10–18 enrolled in Chinese school. Findings revealed that ideal self accounted for significant variance in school effort (12%), but less than previously found in other contexts. L1/L2 reading attitudes had a significant negative relationship; the more enjoyable reading in English, the less enjoyable reading in Chinese. Chinese reading activity in digital environments uniquely accounted for significant variance in school effort. Results expand our understanding of motivation variability and underscore the importance of digital environments for young learners.

Closing the enjoyment gap: heritage language maintenance motivation and reading attitudes among Chinese-American children