Wu, M.-H. (in press). Examining Mandarin Chinese teachers’ cultural knowledge in relation to their capacity as successful teachers in the United States. Asian-Pacific Journal of Second and Foreign Language Education
Wu, M.-H. (2017). A critical examination of Asian students’ interracial and interethnic friendships at a multiracial urban school. Urban Education. doi: 10.1177/0042085917690206
Wu, M.-H., & Leung, G. (2015).Contemporary Chinese American language maintenance: Perspectives of youth and young adults in Philadelphia and San Francisco. Chinese America: History & Perspective, 69-74.
Wu, M.-H. (2014). Innovative education for diverse students in a changing era: One U.S. urban school’s alternative teaching and learning. International Journal of Multicultural Education, 16(2), 36-55.
Wu, M.-H., & Leung, G. (2014). Re-envisioning heritage language education: A study of middle school students learning Mandarin Chinese. Heritage Language Journal, 11(3), 207-223.
Wu, M.-H., & Leung, G. (2014). Language and identity. In M. Y. Danico (ed.), Asian American Society: An Encyclopedia. Thousand Oaks: Sage.
Wu, M.-H., & Leung, G (2014). Chinese language schools. In M. Y. Danico (ed.), Asian American Society: An Encyclopedia. Thousand Oaks: Sage.
Wu, M.-H., Lee, K., & Leung, G. (2014). Heritage language education and investment among Asian American middle schoolers: Insights from a charter school. Language and Education, 28(1), 19-33.
Leung, G., & Wu, M.-H. (2012). Linguistic landscape and heritage language literacy education: A case study of linguistic rescaling in Philadelphia Chinatown. Written Language and Literacy, 15(1), 114-140.
Wu, M.-H. (2011). Language planning and policy in Taiwan: Past, present, and future. Language problems and language planning, 35(1), 15-34.