Asian American Mandarin Dual Language Immersion (MDLI) teachers are the backbone of U.S. Mandarin programs. So why do so many feel like they still don’t fully belong?

In this episode, we break down the surprising findings of a qualitative study with 13 California MDLI educators who reveal a powerful paradox:
Schools celebrate their Mandarin skills as a “valuable asset,” yet often dismiss their cultural identities, pedagogical expertise, and professional legitimacy.

You’ll hear how these educators navigate:

• The “forever foreigner” stereotype and anti-Asian biases that quietly shape school culture.
• Model minority expectations that pressure them to perform without complaint.
• Instances where they’re invited in for their language skills—but pushed out when it comes to decision-making, curriculum design, or program vision.
• Subtle and not-so-subtle messages that label their teaching practices as “different” or “not American enough.”

But this story isn’t only about struggle.

We also uncover what restores belonging:
Humanizing relationships, intentional allyship, and communities of support where these educators feel seen, valued, and fully recognized, not just for the language they bring, but for the whole of who they are.

This episode invites educators, parents, and administrators to rethink what it means to truly embrace bilingual teachers, not just as linguistic commodities, but as cultural and pedagogical leaders who shape the heart of dual language education.

Subscribe, share, and stay bilingual. Thanks for listening!