Mandarin-English DLBE (Dual Language Bilingual Education) Participation Policies: Counter-Stories of Hurt and Disappointment From Parents of Chinese-Heritage Speakers

• In Event: Bilingual/Heritage Language Education of Asian Languages

Abstract

This research project employs interviews, policy document analysis, and demographic analysis to examine heritage language equity concerns related to program participation selection policies in a Mandarin-English dual language bilingual education (MDLBE) program. The study reveals that demographic gentrification remains a substantial issue. It also identifies a problematic color-evasive approach in program participation policies that neglects the needs of Chinese heritage students for access to MDLBE for purposes of heritage language and cultural preservation. Additionally, the research highlights the deeply negative emotional impact of losing a seat in the MDLBE to non-Chinese, English dominant families for Chinese families. These findings shed light on the importance of addressing these issues to promote more equitable MDLBE program participation selection policies.

Authors

• Vashti Wai Yu Lee, Brigham Young University

• Juan A. Freire, Brigham Young University