Bio


Hsiaolin Hsieh is a doctoral candidate at the Stanford Graduate School of Education in the Developmental and Psychological Sciences (DAPS) program. Her current research interests are centered on the assessment of student talk in the K-12 context. She is enthusiastic about advocating for equitable learning opportunities through facilitating students’ dialogic participation at school. She is also interested in leveraging technology to assist student learning. She has many years of experience in supporting educators of multilingual learners.

All Publications


  • How different are English learners from their native English-speaking peers? Evidence of equivalent lexical competence in classroom conversations INTERNATIONAL MULTILINGUAL RESEARCH JOURNAL Hsieh, H., Wiles, S., Solano-Flores, G. 2022
  • Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation International Multilingual Research Journal Biernacki, P. J., Altavilla, J., Kanopka, K., Hsieh, H., Solano-Flores, G. 2022
  • Understanding Their Language: Online Professional Development for Teachers of ELLs American Educator Rutherford-Quach, S., Kuo, A. C., Hsieh, H. 2018; 42