Embracing diversity, equity, and inclusion (DEI) in North American Chinese classrooms

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.