Taiwanese multiculturalism and the political appropriation of new immigrants’ languages

Since 2019, Taiwan has implemented native language education for ‘new immigrants’ from Southeast Asian countries. This paper argues that the new educational provisions reflect Taiwanese government’s desire to appropriate cultures and languages promote a multicultural vision of identity. It analyses 12-year national curriculum guidelines primary-level teaching materials elucidate role in construction discourse on immigrants, exploring how this reflects reinforces official portrayals society as ‘multicultural’. The analysis shows extension curricular recognition their associated is driven by project certain mainstream By showing how, context, instruction some respects marginalisation immigrant communities, it provides insights may be applicable elsewhere.