Not for us: Chinese immigrant parents’ perspectives on Mandarin Chinese dual language bilingual education programs

Abstract

ABSTRACT Drawing on a raciolinguistic and AsianCrit lens, we analyze the voices of first-generation Chinese immigrant parents regarding their decisions on whether to enroll their children in Mandarin Chinese dual language bilingual education (DLBE) programs. Our findings reveal Chinese immigrant parents’ lack of confidence in DLBE programs as a space created for them or a program that can effectively serve their children’s English learning and academic needs. Also evident was Chinese immigrant parents’ agency in promoting Chinese as a heritage language outside DLBE spaces for their children. This study highlights the marginalization of heritage language-speaking children’s interests in DLBE programs and the need to incorporate language-minoritized families’ needs and voices in DLBE spaces.