Journal Articles by Haiwen Chu
Mathematics Teacher: Learning and Teaching PreK-12, 2024
English learners can make new connections and applications through small group sorting activities.
Mathematics Teacher: Learning and Teaching PreK-12, 2023
Pedagogical scaffolding offers temporary support as English Learners engage with challenging math... more Pedagogical scaffolding offers temporary support as English Learners engage with challenging math. We identify three dimensions—grouping, structure, and language—along which teachers can vary the intensity of scaffolding with the same rigorous prompt to challenge and support their English Learners.
Mathematics Teacher, Jan 1, 2011
Abstract: The National Council of Teachers of Mathematics (NCTM), through its Connections Standar... more Abstract: The National Council of Teachers of Mathematics (NCTM), through its Connections Standard, highlights the importance of" the opportunity for students to experience mathematics in a context." Seeing how mathematics can be used to describe real-world ...
Journal of Urban Mathematics Education, Jan 1, 2010
International Multilingual Research …, Jan 1, 2011
This article challenges 20th century ways of conceptualizing bilingualism, arguing that they are ... more This article challenges 20th century ways of conceptualizing bilingualism, arguing that they are no longer applicable to the linguistic heterogeneity of the 21st century. Using case studies of two small high schools in New York City, this article re-imagines the possibilities of bilingual education to more accurately reflect the realities of bilingual students. Rather than imposing a top-down process, these two schools, although very different demographically and pedagogically, attempt in different ways to create language education policy through a collaborative process that incorporates bilingual students' hybrid practices and gives students agency in negotiating their linguistic repertoires. These two schools provide a window into new and innovative ways of approaching bilingual education for the 21st century.
International Journal of Bilingual Education and …, Jan 1, 2011
Since the dawn of mayoral control in 2002, New York City high schools have undergone a major over... more Since the dawn of mayoral control in 2002, New York City high schools have undergone a major overhaul. Part of this reform effort has been the replacement of underperforming large high schools with new small high schools. This study more closely examines the effects of a transition to small high schools on students who are Latino and students who are emergent bilinguals (EBs). The data includes the demographic data from the New York State Department of Education Comprehensive Education Plan and the New York City Department of Education Progress Report for each school. This study finds that although a majority of Latinos and EBs continue to attend large schools of more than 1200 students, they are unevenly distributed across different school sizes. In addition, large high schools are far more likely to offer Transitional Bilingual Education (TBE) programs. Findings also indicate that small schools of no more than 500 students have higher academic outcomes based on credit accumulation and higher four and six-year graduation rates for EBs than medium and large schools. These differences are most significant at schools with high EB and Latino student populations. The article concludes with a call for qualitative studies identifying successful practices for EBs across school sizes framed around more fluid notions of language support that move beyond the dichotomy of bilingual education vs. English as a second language (ESL).
Journal of Mathematics Teacher Education, Jan 1, 2011
NYS TESOL Journal, 2019
Drawing upon task-based learning designs from second language acquisition, we critique how mathem... more Drawing upon task-based learning designs from second language acquisition, we critique how mathematics education has primarily conceived of tasks as problems to be solved. We extend the notion of communicative gaps (e.g., opinion and information) into a framework that considers the flows of information that tasks structure and facilitate. We then employ the analytic framework to examine collaborative mathematics tasks from three popular middle school curricula. Such a framework offers educators tools for assessing the extent to which existing curricula provide English learners with challenging and well-supported opportunities to communicate about mathematics. Based upon this initial survey of the field, in terms of mathematical and language development opportunities we offer next steps and alternatives for curriculum designers and teachers to consider as they create mathematical tasks for English learners.
Mathematics Teaching in the Middle School, 2019
Five types of engaging peer-interaction structures can support English Learners as they make sens... more Five types of engaging peer-interaction structures can support English Learners as they make sense of mathematics and explore important mathematical relationships.
Urban Education, 2012
This article explores the results of a study of Latino youth in New York City public high schools... more This article explores the results of a study of Latino youth in New York City public high schools. We propose that the common element among the schools is what we call here transcaring, an overarching culture of care that allows for the creation of third spaces within school, transcending traditional dichotomies around language, culture, place, and measurement found in many U.S. schools. We identify the different threads that make up transcaring
strategies—translanguaging, transculturación, transcollaboration and transactions through dynamic assessments—focusing on each of its components by drawing examples from our data.
International Journal of Bilingual Education and Bilingualism, 2011
"Since the dawn of mayoral control in 2002, New York City high schools have undergone a major ove... more "Since the dawn of mayoral control in 2002, New York City high schools have undergone a major overhaul. Part of this reform effort has been the replacement of underperforming large high schools with new small high schools. This study more closely examines the effects of a transition to small high schools on students who are Latino and students who are emergent bilinguals (EBs). The data includes the demographic data from the New York State Department of Education Comprehensive Education Plan and the New York City Department of Education Progress Report for each school. This study finds that although a majority of Latinos and EBs continue to attend large schools of more than 1200 students, they are unevenly distributed across different school sizes. In addition,
large high schools are far more likely to offer Transitional Bilingual Education (TBE) programs. Findings also indicate that small schools of no more than 500 students have higher academic outcomes based on credit accumulation and higher four and six-year graduation rates for EBs than medium and large schools. These differences are most significant at schools with high EB and Latino student populations. The article concludes with a call for qualitative studies identifying successful practices for EBs across school sizes framed around more fluid notions of language support that move beyond the dichotomy of bilingual education vs. English as a second language (ESL)."
International Multilingual Research Journal, 2011
This article challenges 20th century ways of conceptualizing bilingualism, arguing that they are ... more This article challenges 20th century ways of conceptualizing bilingualism, arguing that they are no longer applicable to the linguistic heterogeneity of the 21st century. Using case studies of two small high schools in New York City, this article re-imagines the possibilities of bilingual education to more accurately reflect the realities of bilingual students. Rather than imposing a top-down process, these two schools, although very different demographically and pedagogically, attempt in different ways to create language education policy through a collaborative process that incorporates bilingual students' hybrid practices and gives students agency in negotiating their linguistic repertoires. These two schools provide a window into new and innovative ways of approaching bilingual education for the 21st century.
Conference Papers by Haiwen Chu
Concept paper for a youth-centered mapping project
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Journal Articles by Haiwen Chu
strategies—translanguaging, transculturación, transcollaboration and transactions through dynamic assessments—focusing on each of its components by drawing examples from our data.
large high schools are far more likely to offer Transitional Bilingual Education (TBE) programs. Findings also indicate that small schools of no more than 500 students have higher academic outcomes based on credit accumulation and higher four and six-year graduation rates for EBs than medium and large schools. These differences are most significant at schools with high EB and Latino student populations. The article concludes with a call for qualitative studies identifying successful practices for EBs across school sizes framed around more fluid notions of language support that move beyond the dichotomy of bilingual education vs. English as a second language (ESL)."
Conference Papers by Haiwen Chu
strategies—translanguaging, transculturación, transcollaboration and transactions through dynamic assessments—focusing on each of its components by drawing examples from our data.
large high schools are far more likely to offer Transitional Bilingual Education (TBE) programs. Findings also indicate that small schools of no more than 500 students have higher academic outcomes based on credit accumulation and higher four and six-year graduation rates for EBs than medium and large schools. These differences are most significant at schools with high EB and Latino student populations. The article concludes with a call for qualitative studies identifying successful practices for EBs across school sizes framed around more fluid notions of language support that move beyond the dichotomy of bilingual education vs. English as a second language (ESL)."