Bilingual enough to belong? Dehumanization and language commodification of linguistically diverse educators in bilingual education

This study investigates the dehumanization and language commodification experienced by Mandarin Dual Language Immersion (MDLI) teachers in California. Utilizing a qualitative phenomenological approach, it examines how 15 MDLI teachers navigate professional and cultural marginalization despite their valued language skills. The findings reveal systemic biases and exclusion from decision-making processes, underscoring the need for humanizing, culturally sustaining pedagogies. This research highlights the importance of integrating MDLI teachers' cultural identities into educational practices and policy reforms to foster inclusive, equitable environments that honor their comprehensive contributions and enhance professional satisfaction and retention.