In parts of the British Chinese diaspora, adult children raised in the UK are increasingly reported to be distancing themselves from first-generation parents. What appears as conflict or apathy is often unspoken love: care expressed through sacrifice and control that fails to register as love in an English-dominant, autonomy-valuing environment. This article theorises this as an intergenerational affective mismatch and asks how recognition might be restored when local ethical anchors, such as Confucian norms of filiality, are absent or rejected by UK-born youth. The study draws on participant observation at a weekend Chinese school in southern England, semi-structured conversations with parents, educator reflections, and anonymised vignettes, complemented by community talks and public materials. Using intercultural legibility as an analytic lens, this article illustrates how parents’ and educators’ accounts depict children as frequently reading these actions as constraint. Dialogic interventions, including bilingual mediation, narrative reframing, and intergenerational workshops, are explored as pathways for co-created recognition, making parental intentions legible without erasing children’s autonomy. Academically, the article advances the idea of care as legibility, highlighting how the absence of ethical anchors is itself an intercultural pedagogical problem. Practically, it calls for new dialogic spaces in schools and communities that enable mutual recognition, positioning dialogic repair as a priority for well-being in diaspora contexts.