This article examines heritage language school textbooks issued by Chinese and Korean governments that are widely used for overseas heritage language learners at the preschool and elementary school levels. Using the lens of critical discourse analysis, this paper explores how cultural diversity is represented in the materials as well as the ideologies that underlie such representations. Findings reveal that the analysed textbooks embody a monolingual, monocultural, and static view of culture, language, and identity. We argue that heritage language textbooks should focus on promoting multiculturalism, dynamic forms of ethnic identification, and critical consciousness, so as to better support immigrant students as they navigate the ever-changing and increasingly heterogeneous world. This article reveals the need to develop heritage language textbooks that are relevant to the learners’ dynamic and complex identities in a transnational and multicultural/multilingual context.

Evidence-based intervention and policy strategies to address the recent surge of race-motivated hate crimes and other forms of racism against Asian Americans are essential; however, such efforts have been impeded by a lack of empirical knowledge, e.g., about racism, specifically aimed at the Asian American population. Our qualitative descriptive study sought to fill this gap by using a data-mining approach to examine the contents of tweets having the hashtag #StopAsianHate. We collected tweets during a two-week time frame starting on 20 May 2021, when President Joe Biden signed the COVID-19 Hate Crimes Act. Screening of the 31,665 tweets collected revealed that a total of 904 tweets were eligible for thematic analysis. Our analysis revealed five themes: “Asian hate is not new”, “Address the harm of racism”, “Get involved in #StopAsianHate”, “Appreciate the Asian American and Pacific Islander (AAPI) community’s culture, history, and contributions” and “Increase the visibility of the AAPI community.” Lessons learned from our findings can serve as a foundation for evidence-based strategies to address racism against Asian Americans both locally and globally.

Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, disrupting a legacy of English-only education. Such contradictions, along with the Southeast’s complex history of racial relations, create tensions and opportunities for DL. Through media content analysis, informed by LatCrit, we examined discourses about DL to determine ways DL is framed and conceived. Findings demonstrate how public discourses perpetuated notions of whom DL should serve, and for what purposes. The discussion identifies spaces of resistance DL supporters can engage to promote democratic, rather than neoliberal, articulations of DL.