Asian Americans in Bilingualism and Bilingual Education

Khánh Lê is Assistant Professor of Multilingualism and English Education at Queens College, CUNY, USA. His research spans critical refugee studies, Asian American studies, bilingual education, translanguaging and transtrauma.Zhongfeng Tian is Associate Professor of Bilingual Education at Rutgers University–Newark, USA. His research focuses on translanguaging, Chinese–English bilingual education and multilingual teacher education grounded in social justice praxis. He serves on the editorial boards of leading journals including TESOL Quarterly, International Journal of Bilingual Education and Bilingualism and International Multilingual Research Journal. Alisha Nguyen is Assistant Professor of Bilingual and Special Education at Lesley University, USA. Her work focuses on early childhood education, anti-racist pedagogies and family and community engagement.Trish Morita-Mullaney is Professor at Purdue University, USA. Her research is framed by critical language, critical race and feminist theories; she employs a variety of methods to accomplish these aims. She uses participatory and constructivist methods with participants, as they unpack, critique and analyze their orientations towards emergent bilinguals and multilingualism.

• ContributorsOfelia García: Foreword: No Longer on the Run: Asian Americans Displaced No MoreKhánh Lê, Zhongfeng Tian, Alisha Nguyen and Trish Morita-Mullaney: Introduction: Amplifying Asian/American Voices in Bilingualism and Bilingual Education1. Cheryl Lee: Recognizing and Reconciling Intergenerational Language Loss in Asian American Heritage Language Immersion Classrooms2. Vicky Xiong-Lor and Choua P. Xiong: As HMoob Have Always Done: What Bilingual Education Can Learn from the Persistence of HMoob Language Futurity3. Virak Chan and Samarnh Pang: A Comparative Analysis of Multilingualism and Multilingual Education: Cambodia vs the Cambodian Diaspora in the US4. Nguyen Dao: Language Ideologies in a Vietnamese Dual-Language Program in South Texas5. Alisha Nguyen: Divided: The Politics of Language Advocacy in a Vietnamese Dual Language Bilingual Education Program in Massachusetts6. Trish Morita-Mullaney: Eradicating my Chinatown Ching-Chong Accent: Narratives of Linguistic Colonization from Chinese American Bilingual Teachers7. Helen Chan Hill and Kevin M. Wong: Bilingual Enough to Belong? Double Standards and Language Commodification for Asian Bilingual Educators in the United States8. Nuo Xu and Jiashu Lei: 'You Are Just a Chinese Teacher': Chinese Teachers’ Lived Experiences in Mandarin Chinese Dual Language Bilingual Education9. Jungmin Kwon, Wenyang Sun and Ivy Ly: Nurturing Transnational Sense of Belonging and Challenging Dominant Narratives for Asian American Bilinguals in Korean Heritage Language Schools10. Chaehyun Lee: Critical Literacy in a Korean Heritage Language Classroom: Implementing Social Justice-Oriented Practices for Asian American Students11. Neriko Musha Doerr: Japanese as a Heritage Language Education and Subversions of Standardization: Post-Unit-Thinking, Teaching Idiolects and Neo-Immersion12. Eunjeong Lee: Languaging to Resist Raciolinguistic Violence: Asian/American Multilingual Students’ Affective Languaging13. Khánh Lê: The Beating of the Tongue: My Experience Learning English in US Schools14. Jongyeon Joy Ee and Zhongfeng Tian: Speaking Up, Amplifying Our Voices: The Significance of Transnational Identities in Asian Bilingual EducationBetina Hsieh: Afterword: Towards Multilingual Asian Diasporic Futures and Homeplaces in Multilingual EducationIndex

This timely volume powerfully amplifies the long-silenced voices of Asian/American scholars in bilingualism and bilingual education. Having long witnessed these omissions in the field, I found its insights both urgent and affirming. It offers transformative possibilities for research, pedagogy, and policy, and is a vital resource for reimagining bilingual education through a more inclusive and justice-oriented lens.