Chencen Cai
Biographic Data
| ID | 3845110 |
|---|---|
| NAME | Chencen Cai |
| GIVEN NAMES | Chencen |
| FAMILY NAME | Cai |
| SIGNATURE | CAI C |
| AFFILIATIONS | New York University |
| ORCID | 0000-0003-4040-5726 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Towards more equitable pedagogy: The evolution of Mandarin pre- and in-service teachers’ critical language awareness
I will be more inclusive towards students from different backgrounds’ – exploring Chinese teachers’ language ideologies and views about teaching Mandarin
In light of Chinese language diversity, it is important for Mandarin teachers to demonstrate an accurate understanding of language variation and critical pedagogy, empowering and embracing all emergent bilingual students and incorporating recognition of those learners whose heritage languages are alternative Chinese varieties. While Standard Mandarin is often referred to as ‘Chinese’, other varieties are usually called ‘fāngyán’ or ‘dialects’, a …
Adolescent ELLs Improve Their Academic English while Learning about the UN Online
This action research project aimed at evaluating and revising Actionthroughwords (ATW), an online course on language learning through content for high school English language learners. Our multifaceted purpose is to help English language learners in an English language arts class to enhance their academic English language and literacy, while learning online about the work of the UN for health and peace worldwide. A teacher and nineteen students i…
English acquisition in Puerto Rico: Teachers’ insights
Acquiring English in Puerto Rico involves the perceived advantages of bilingualism in contact with socio-political and economic forces that encourage and constrain the development of a population that is bilingual and biliterate in Spanish and English. Using a mixed design we report the perspectives of 86 experienced English teachers on the Island. Participants generally share an understanding of the complexity involved in acquiring English as an…
Chinese language varieties: Pre- and in-service teachers’ voices
We investigate the perceptions of international and American Chinese bilingual pre- and in-service graduate students and language teachers regarding Chinese varieties. The 25 participants were currently enrolled college students or recent graduates majoring in language education or other associated programmes at an urban university in the north-eastern United States. Semi-structured interviews probed their views regarding alternative forms of Chi…
I will be more inclusive towards students from different backgrounds’ – exploring Chinese teachers’ language ideologies and views about teaching Mandarin
In light of Chinese language diversity, it is important for Mandarin teachers to demonstrate an accurate understanding of language variation and critical pedagogy, empowering and embracing all emergent bilingual students and incorporating recognition of those learners whose heritage languages are alternative Chinese varieties. While Standard Mandarin is often referred to as ‘Chinese’, other varieties are usually called ‘fāngyán’ or ‘dialects’, a …
English acquisition in Puerto Rico: Teachers’ insights
Acquiring English in Puerto Rico involves the perceived advantages of bilingualism in contact with socio-political and economic forces that encourage and constrain the development of a population that is bilingual and biliterate in Spanish and English. Using a mixed design we report the perspectives of 86 experienced English teachers on the Island. Participants generally share an understanding of the complexity involved in acquiring English as an…
Chinese language varieties: Pre- and in-service teachers’ voices
We investigate the perceptions of international and American Chinese bilingual pre- and in-service graduate students and language teachers regarding Chinese varieties. The 25 participants were currently enrolled college students or recent graduates majoring in language education or other associated programmes at an urban university in the north-eastern United States. Semi-structured interviews probed their views regarding alternative forms of Chi…
Adolescent ELLs Improve Their Academic English while Learning about the UN Online
This action research project aimed at evaluating and revising Actionthroughwords (ATW), an online course on language learning through content for high school English language learners. Our multifaceted purpose is to help English language learners in an English language arts class to enhance their academic English language and literacy, while learning online about the work of the UN for health and peace worldwide. A teacher and nineteen students i…
English acquisition in Puerto Rico: Teachers’ insights
Acquiring English in Puerto Rico involves the perceived advantages of bilingualism in contact with socio-political and economic forces that encourage and constrain the development of a population that is bilingual and biliterate in Spanish and English. Using a mixed design we report the perspectives of 86 experienced English teachers on the Island. Participants generally share an understanding of the complexity involved in acquiring English as an…
Chinese language varieties: Pre- and in-service teachers’ voices
We investigate the perceptions of international and American Chinese bilingual pre- and in-service graduate students and language teachers regarding Chinese varieties. The 25 participants were currently enrolled college students or recent graduates majoring in language education or other associated programmes at an urban university in the north-eastern United States. Semi-structured interviews probed their views regarding alternative forms of Chi…
Adolescent ELLs Improve Their Academic English while Learning about the UN Online
This action research project aimed at evaluating and revising Actionthroughwords (ATW), an online course on language learning through content for high school English language learners. Our multifaceted purpose is to help English language learners in an English language arts class to enhance their academic English language and literacy, while learning online about the work of the UN for health and peace worldwide. A teacher and nineteen students i…
I will be more inclusive towards students from different backgrounds’ – exploring Chinese teachers’ language ideologies and views about teaching Mandarin
In light of Chinese language diversity, it is important for Mandarin teachers to demonstrate an accurate understanding of language variation and critical pedagogy, empowering and embracing all emergent bilingual students and incorporating recognition of those learners whose heritage languages are alternative Chinese varieties. While Standard Mandarin is often referred to as ‘Chinese’, other varieties are usually called ‘fāngyán’ or ‘dialects’, a …
Towards more equitable pedagogy: The evolution of Mandarin pre- and in-service teachers’ critical language awareness
Pedagogy (5 works) · Psychology (5 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Multilingual Education and Policy (4 works) · Second Language Learning and Teaching (4 works) · Sociology (4 works) · Mathematics education (3 works) · Political science (3 works) · Curriculum (2 works)