Jesse W Rubio
Biographic Data
| ID | 5999497 |
|---|---|
| NAME | Jesse W Rubio |
| GIVEN NAMES | Jesse W |
| FAMILY NAME | Rubio |
| SIGNATURE | RUBIO J W |
| AFFILIATIONS | Department of Applied Linguistics University of Massachusetts Boston Boston USA |
| ORCID | 0000-0002-1326-1977 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Home language use in mathematics classrooms supports processing, not just input–output work
While classrooms in the United States serve an increasingly multilingual student population, the de facto medium-of-instruction policy in most schools is English immersion. Additionally, although evidence suggests that student discussion is crucial to conceptual understanding in mathematics learning, multilingual students and classified English learners in particular tend to rarely engage in meaningful, academically-oriented discussion throughout…
When my teacher speaks Spanish, my math classroom experience changes
As the population of emergent bilingual students in the United States continues to grow, it has become increasingly important to ensure that content area instruction is linguistically and culturally inclusive and accessible. Longitudinal survey and state mathematics assessment data were used to examine how the use of students' home language in the English-medium mathematics classroom related to growth in student achievement and attitudes towards …
Becoming a Critical ESL Teacher
This case study examines how an experienced secondary ESL teacher’s personal and professional history is linked to his curricular choices in the classroom and how his enactment of critical educator identity interacts with ideologies within society. The analysis of the focal teacher’s experiences that remain prominent in autobiographical memory shows that his lived experiences of (re)learning Spanish and English, studying and teaching abroad and i…
Educational Language Policy in Massachusetts
Within the United States, equity for English learners, while essential, has remained elusive. As such, language policy in education is a central issue. When An Act Relative to Language Opportunity for Our Kids (LOOK Act) was passed in 2017 in Massachusetts, it was celebrated as a victory for bilingual education after a 15-year period of mandated English-only education. This study thus aims to analyze the language and intertextual discourses of th…
Becoming a Critical ESL Teacher
This case study examines how an experienced secondary ESL teacher’s personal and professional history is linked to his curricular choices in the classroom and how his enactment of critical educator identity interacts with ideologies within society. The analysis of the focal teacher’s experiences that remain prominent in autobiographical memory shows that his lived experiences of (re)learning Spanish and English, studying and teaching abroad and i…
Educational Language Policy in Massachusetts
Within the United States, equity for English learners, while essential, has remained elusive. As such, language policy in education is a central issue. When An Act Relative to Language Opportunity for Our Kids (LOOK Act) was passed in 2017 in Massachusetts, it was celebrated as a victory for bilingual education after a 15-year period of mandated English-only education. This study thus aims to analyze the language and intertextual discourses of th…
Becoming a Critical ESL Teacher
This case study examines how an experienced secondary ESL teacher’s personal and professional history is linked to his curricular choices in the classroom and how his enactment of critical educator identity interacts with ideologies within society. The analysis of the focal teacher’s experiences that remain prominent in autobiographical memory shows that his lived experiences of (re)learning Spanish and English, studying and teaching abroad and i…
When my teacher speaks Spanish, my math classroom experience changes
As the population of emergent bilingual students in the United States continues to grow, it has become increasingly important to ensure that content area instruction is linguistically and culturally inclusive and accessible. Longitudinal survey and state mathematics assessment data were used to examine how the use of students' home language in the English-medium mathematics classroom related to growth in student achievement and attitudes towards …
Home language use in mathematics classrooms supports processing, not just input–output work
While classrooms in the United States serve an increasingly multilingual student population, the de facto medium-of-instruction policy in most schools is English immersion. Additionally, although evidence suggests that student discussion is crucial to conceptual understanding in mathematics learning, multilingual students and classified English learners in particular tend to rarely engage in meaningful, academically-oriented discussion throughout…
Linguistics (3 works) · Pedagogy (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Law (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Political science (2 works) · Politics (2 works) · Psychology (2 works) · Sociology (2 works)