Article In: Diversity, Equity, Inclusion, and Sustainability (DEIS) in Language Education
Edited by Subhan Zein
[AILA Review 39:2] 2026
► pp. 146–168
Embracing diversity, equity, and inclusion (DEI) in North American Chinese classrooms
This content is being prepared for publication; it may be subject to changes.
Abstract
Although the critical framework of diversity, equity, and
inclusion (DEI) has been widely adopted in mainstream K–12 and higher education
contexts in North America and beyond, its incorporation into Chinese language
classrooms is a relatively recent development. Teaching in these classrooms has
been constrained by a narrow conception of cultural homogeneity, a
knowledge-transmission approach to instruction, and target-language-only
policies. These instructional approaches have yet to capitalize on learners’
cultural, linguistic, and social assets and have served as de-motivational
factors for learners’ continued investment and success in Chinese learning.
Using the dual lenses of DEI and intersectionality, this conceptual article
explores how DEI principles can be integrated into Chinese language education to
transform pedagogical practices. Specifically situated in the new “normal”
realities of superdiversity in North American Chinese classrooms in and out of
mainstream school systems, we introduce different approaches to integrate DEI
concepts into these classrooms to address superdiverse Chinese learners’
intersectional identities. The article concludes by providing important
implications for DEI-informed Chinese teacher education and professional
development.
Keywords: equity, diversity, inclusion, Chinese language education, North America
Article outline
- Introduction
- Conceptualizing DEI and intersectionality for language education
- Superdiversity in North American Chinese classrooms
- Embracing DEI in the Chinese classrooms: Opportunities and approaches
- Making DEI an integral part of Chinese education: Implications for teacher learning
- Author queries
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