As was evident in the information from her formal assessments and progress through the program, Quyen was a strong student. Evidence from her classroom interactions show her to be concerned with being accurate with her language and completing the classroom tasks. Quyen also participated in these interactions in a friendly, enthusiastic, and good-humored manner.

Her teachers also report that a notable aspect of Quyen's interaction in the classroom was her work to help other students complete their language learning tasks. In the following excerpt from her first term of study, we see her helping a peer using English and the students' common L1 (Vietnamese) to work through a language learning task at break time (Click to View) (Requires Internet Explorer).

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((The teacher has just announced that students could go on break and some students leave for break. Q and C stay and continue to work. We see Quyen helping Canh with the task.))

Quyen's helpfulness also extended beyond language learning tasks as we see in the following excerpt from her fourth term of study in which Quyen explains to a newcomer about how she will get her textbook (Click to View) (Requires Internet Explorer).

Quyen was experienced with formal education having attended school through the university in Vietnam (where she took some English classes). Though this is an empirical question that we will soon be investigating, we speculate that for Quyen and many other students, this experience with formal schooling is one factor that makes her a successful language learner in a classroom setting.