Language and Belonging: Affirming Chinese Canadian Identities in Mandarin Bilingual Programs

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Language, Identity, and Learning in Chinese-Mandarin Bi-/Multilingual Education (Table 1)

Abstract

This qualitative study explores how Alberta’s Mandarin bilingual program interrogates racial stereotypes and anti-Asian racism. The author conducted seventeen one-on-one interviews with recent Chinese Canadian high school graduates and analyzed transcripts through the lens of Critical Race Theory and Asian Critical Theory. Findings suggest integrating Chinese language and culture in bilingual classrooms fosters a strong sense of belonging for Chinese Canadian students. Unlike their peers in traditional schools, these students maintain pride in their Asian heritage without feeling pressured to assimilate into Canadian culture. The study underscores the importance of heritage language retention, culturally responsive pedagogy, and representation for visual minority students. These individual and collective stories also point to the creation of a new culture that necessitates further research.

Author

• Jasmine Pham, University of Toronto - OISE