In my individual exhibit for project 2, I discuss attitudes toward dialects in China. More specifically, I aim to discuss the repercussions of adopting Mandarin as the standard dialect taught in Chinese-language pedagogy, as well as my stance on how to resolve those potential consequences. I pose that Mandarin should remain the standard dialect because of its ability as a lingua franca to unify people of disparate regions in China, noting that Mandarin does not have the same oppressive influences in China as Standard English does in the U.S. Yet, I also argue that an emphasis on non-Mandarin Chinese dialects is necessary in Chinese-language pedagogy in order to minimize subcultural tensions. I draw from international Emory students Mengqi Liu, Alan Shen, Jingru Zhao, and Donald Li's narratives and experiences to gain deeper insight to how to approach the issue of linguistic hierarchy in China. My position in the context of our online exhibit as a whole relates to Jalyn’s and Jacob’s discussions in that I focus more intently on the consequences of standard dialects, while they emphasize proposals for preventing such outcomes. Each of us explores the nuances of a specific language relative to the English language context. By relating our studies back to English-language pedagogy, we are able to establish an international perspective on our observations and research. Eventually, our goals a group is to create a comprehensive pedagogical approach