Perspectives on the Mandarin-English Dual-Language Program: A Critical Discourse Analysis of a Chinese-Speaking Parent

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Abstract

Using critical discourse analysis (CDA) approach, this study analyzes one Chinese-speaking parent’s perspectives on the MDL program. Based on the six linguistic/paralinguistic patterns identified, the author analyzes the parent’s language ideologies, positioning and the power dynamics reflected in the conversation. The parent’s generally positive attitude toward the MDL program is encouraging in terms of continually recruiting Chinese HL children into the program and sustaining longer-term support from Chinese parents. The findings reveal that the parent’s rationales for joining the MDL program align more with the practical benefits and echo the emerging debates surrounding the promotion of DL education using a language-as-resource orientation, which invites rethinking about the neoliberal promotion of DL as beneficial and equitable for all.

Author

• Na Liu, Beijing Royal School