Bilingual-Bicultural Case Study.pdf

This case study investigates a bilingual-bicultural English and Chinese speaker, whose background speaks to the themes of education, language, and identity. The aims of this case study are specifically correlated with the participant’s school experience, opinions on cultural learning, and development of her unfixed identity. The findings will be analyzed with sociolinguistic theories and second language acquisition theories, contributing to discussions regarding how language educators should think about cultural and language education for multilingual speakers. The reflection part will specifically discuss the stereotypes of English as a Second Language (ESL) student placement and the ideas of reshaping instructors’ perceptions on minority students.