The landmark Lau vs. Nichols Supreme Court decision of 1974 fundamentally reshaped the landscape of bilingual education in the United States, guaranteeing English learners access to a meaningful education. Over the past fifty years, dual-language programs have emerged as a promising model to foster bilingualism and cultural competence. However, beneath the surface of these programs lies a persistent challenge that remains largely unaddressed: the workplace environments of the bilingual teachers who are essential to their success.
Mandarin Dual Language Bilingual Education (MDLBE) programs, the second most common DLBE program in the U.S. after Spanish, face unique pressures. These programs are grappling with teacher shortages, coupled with the racial and linguistic biases faced by Mandarin-speaking educators. Many of these teachers experience "outsiderness" in a system that, while claiming to promote bilingualism, continues to privilege English. This hierarchy of language not only undermines the cultural and linguistic goals of dual-language programs but also dehumanizes the very teachers who make these programs possible.
In my research with Dr. Helen Chan Hill, we explored the experiences of Mandarin DLBE teachers and found that despite their critical role in the success of these programs, they often feel marginalized. Educators reported feeling isolated, unrecognized for their cultural knowledge, and subjected to raciolinguistic profiling—assumptions about their English proficiency and competence based on their race and accent. This treatment reinforces a broader issue in U.S. schools: the failure to fully embrace linguistic and cultural diversity, even in environments that are meant to do so.
If we are serious about creating equitable, inclusive educational environments, we must move beyond surface-level changes and examine the deeper systemic biases that continue to shape school cultures. This means creating humanizing, culturally sustaining spaces for both students and teachers. It is not enough to offer dual-language programs; we must ensure that the educators who run them are valued for their full range of skills—linguistic proficiency, cultural insight, and professional expertise. These teachers are more than just language instructors; they are professionals who bring valuable perspectives that enrich their classrooms and school communities.
https://www.tandfonline.com/eprint/9ZC95BHWXYIIUD7JVKYR/full?target=10.1080/15235882.2024.2412519