Introduction: Power, identity, and second language acquisition Part One: Hegemonic discourses in the societal contexts 1. ¿Model minority¿ 2. ¿Non-Chinese-speakers¿ Summary: Comparison and reflection Part Two: Language as symbolic capital and language-in-education policies 3. A maintenance bilingual education 4. A separate or submersion language education system Summary: Comparison and reflection Part Three: Teaching L2 Chinese: Teacher identity and teaching beliefs 5. Teachers as linguistic torchbearers and cultural transmitters 6. Putonghua vs. ¿performative¿ aspects of Korean culture Summary: Comparison and reflection Part Four: Imagined identity and investment in L2 Chinese 7.

Being ¿bilingual Korean-Chinese¿ to measure up to ¿model minority¿ 8. Being ¿competent multilinguals¿ against ¿NCS¿ stereotype Summary: Comparison and reflection Conclusion and implications for Chinese language education in the multicultural/multilingual context.