This ethnographic case study examines the identity constructions and critical consciousness praxis of a Multiracial, Chinese American heritage speaker teaching in a Mandarin dual language bilingual education (DLBE) program. Drawing on a range of ethnographic data collected over one academic year, the study explores how this teacher navigates and challenges dominant language ideologies within a school that houses a Mandarin DLBE strand program. Adopting a chronotopic approach, the analysis highlights how circulating ideologies—specifically monoglossia and transglossia—shape the types of identities that can be performed and recognized within different spacetimes of the school. I argue that while monglossic ideologies tend to restrict identity possibilities to static categories, transglossic ideologies allow for more expansive and authentic identity positionings, and show how the focal participant actively draws on his lived experiences and identities privileged by dominant ideologies to introduce and sustain chronotopes of transglossia—thereby creating space for affirming minoritized identities and fostering a stronger sense of belonging and community for both students and teachers.
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