Teaching Immigration-Themed Literature: A Resource for Cultural and Language Learning

Demographic shifts among Asian American communities in the United States, including Chinese Americans, provide an important context for examining how Chinese language education addresses learners’ diverse linguistic and cultural backgrounds. This study explores pedagogical possibilities for Chinese language and culture teaching through a review of approaches to teaching immigration-themed literature in U.S. undergraduate education. Drawing on existing scholarship, this review examines key pedagogical considerations in teaching immigration-themed literature. It considers how immigrant narratives can support language learning while encouraging students to explore cultural identities and immigrant experiences. The review also offers pedagogical suggestions for world language educators interested in connecting language teaching with cultural understanding and identity development.