This study examines the reflexivity of immigrant children in forming their language attitudes (LAs). Considering the special cultural environment of the Chinese community in Australia, which refers to the community’s well-matched cultural powers with Australia, this research explored Chinese Australian children’s conflicting but reflexive LAs and language practices. By drawing on in-depth qualitative interviews and longitudinal participant observations conducted in multiple schools, this study classified Chinese Australian children into four types according to their perceptions and behaviors toward language learning and use and examined each age group’s characteristics. The study further analyzed the mutually influential relation between cultural environment, family, immigrant children, and their LAs. These findings shed light on immigrant children’s agency in forming and reconfiguring their LAs. This is an important addition to the existing knowledge about bilingual children’s language choices, language development, and language education.

这项研究检查了移民儿童在形成他们的语言态度（LA）时的反思能力。考虑到澳大利亚华人社区的特殊文化环境，即该社区与澳大利亚具有良好匹配的文化力量，本研究探讨了华裔澳大利亚儿童相互矛盾但反身的语言习惯和语言习惯。通过对多所学校进行的深入定性访谈和纵向参与者观察，本研究根据他们对语言学习和使用的认知和行为将澳大利亚华裔儿童分为四种类型，并研究了各个年龄段的特征。该研究进一步分析了文化环境，家庭，移民儿童及其居住地之间的相互影响关系。这些发现为移民儿童机构建立和重新配置他们的洛杉矶提供了启示。这是对双语儿童的语言选择，语言发展和语言教育的现有知识的重要补充。