Two pandemics, two languages: Chinese Dual language Learners’ resilience in response to discrimination (RPA Pilot / Seed Project)

Most recently, there have been calls for research, practice and policy responses to the impacts of anti-Asian discrimination due to the COVID-19 pandemic on Asian Americans’ lives in health, legal, social and psychological domains. However, little research has investigated the impacts of the two pandemics (anti-Asian discrimination and COVID-19) on Asian American children’s educational experience and attainment. Asian American children have been stereotyped as "perpetual foreigners" who have limited English proficiency, partly because they use a language different from English at home. In contrast with this deficit perspective, research has suggests that minority children’s home language facilitates English literacy development, and that balanced bilinguals have significantly lower school dropout rates than English monolinguals and limited bilinguals. However, we have limited knowledge of how ethnic and language minority children develop linguistic resilience (i.e., biliteracy) in response to discrimination. This research aims to expand current understanding of how discrimination influences the biliteracy profiles in Asian American children, focusing on Chinese dual language learners (DLLs). Specifically, it examines the interrelationship among (1) racial discrimination, (2) home-, community- and school-level literacy experiences, (3) parent and child linguistic and nonlinguistic characteristics, and (4) Chinese DLLs’ biliteracy profile. An explanatory sequential mixed-methods design is adopted. We will gather and analyze quantitative and qualitative data collected via Chinese and English literacy tests in children, parent questionnaire survey, as well as interviews in parents, teachers and school administrators. Findings of this research will generate a nuanced understanding of the reproduction of inequality and its influence on minority children’s dual language and literacy development. Such scientific knowledge will guide policy and programs to reduce stigma and bridge educational practices at home-, community-, and school-levels. The pilot project will involve collaboration among researchers from three different colleges and generate data to support a William T. Grant Foundation grant proposal.