My Teaching, My Story: Unheard Voice of Chinese-English Bilingual Teachers in a Dual-Language School

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Deconstructing Dominant Narratives and Centering Ancestral Knowledge Across the PK–20 Spectrum (Table 10)

Abstract

International bilingual teachers’ racialized experiences and voices have remained hidden in the bilingual education literature although they are increasingly in high demand. This article aims to incorporate perspectives from four international Chinese-English bilingual teachers who strived to navigate their racialized and marginalized positions at the school with their agency and transcultural assets, by theoretically engaging with Asian Critical Theory (AsianCrit). Findings of this study inform teacher education programs and professional training of the academic and social needs of international bilingual teachers and promote linkages between bilingual teachers of varying cultural and linguistic backgrounds.

Author

• Lingyu Li, Lehman College - CUNY