Wu, M.-H., & Leung, G. (2020). “It’s not my Chinese”: A teacher and her students disrupting and dismantling conventional notions of “Chinese” through translanguaging in a heritage language classroom. International Journal of Bilingual Education and Bilingualism.
Wu, M.-H., Leung, G., Yang, J.-K., Hsieh, H. I. & Lin, K. (2020). “A Different Story to Share”: Asian American English teachers in Taiwan and idealized “nativeness” in ELT. Journal of Language, Identity & Education
Wu, M-H.,& Opstad, S. (2019). Living in Two Worlds: Exploring US Teachers’ Perceptions of Satellite Children’s Transnational Experiences in China and the United States. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2019.1677552
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. (2017). 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, 2:11. DOI: 10.1186/s40862-017-0034-y
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., 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.