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You searched for +publisher:"Georgia State University" +contributor:("Stephanie Lindemann"). Showing records 1 – 17 of 17 total matches.

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Georgia State University

1. Subtirelu, Nicholas. Linguistic diversity and the politics of international inclusion in higher education: A critical sociolinguistic study international teaching assistants.

Degree: PhD, Applied Linguistics and English as a Second Language, 2016, Georgia State University

  Institutions of higher education (HEIs) in the United States recruit numerous international graduate students, many of whom serve as teaching assistants. HEIs’ motivations for… (more)

Subjects/Keywords: international teaching assistants; higher education; language ideology; language policy; internationalization; cross-cultural communication

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APA (6th Edition):

Subtirelu, N. (2016). Linguistic diversity and the politics of international inclusion in higher education: A critical sociolinguistic study international teaching assistants. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/36

Chicago Manual of Style (16th Edition):

Subtirelu, Nicholas. “Linguistic diversity and the politics of international inclusion in higher education: A critical sociolinguistic study international teaching assistants.” 2016. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/36.

MLA Handbook (7th Edition):

Subtirelu, Nicholas. “Linguistic diversity and the politics of international inclusion in higher education: A critical sociolinguistic study international teaching assistants.” 2016. Web. 22 Jan 2020.

Vancouver:

Subtirelu N. Linguistic diversity and the politics of international inclusion in higher education: A critical sociolinguistic study international teaching assistants. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/36.

Council of Science Editors:

Subtirelu N. Linguistic diversity and the politics of international inclusion in higher education: A critical sociolinguistic study international teaching assistants. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/alesl_diss/36


Georgia State University

2. Baker, Amanda A. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight… (more)

Subjects/Keywords: Pronunciation teaching; Pronunciation teaching; Teacher cognition; Teacher beliefs; Teacher beliefs; Classroom research; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Baker, A. A. (2011). Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/16

Chicago Manual of Style (16th Edition):

Baker, Amanda A. “Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.” 2011. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/16.

MLA Handbook (7th Edition):

Baker, Amanda A. “Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.” 2011. Web. 22 Jan 2020.

Vancouver:

Baker AA. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/16.

Council of Science Editors:

Baker AA. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/16


Georgia State University

3. Lee, Joseph J. A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a… (more)

Subjects/Keywords: Genre analysis; Classroom discourse; Language lesson; Teacher talk; Second language pedagogy; English for specific purposes; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Lee, J. J. (2011). A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/20

Chicago Manual of Style (16th Edition):

Lee, Joseph J. “A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons.” 2011. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/20.

MLA Handbook (7th Edition):

Lee, Joseph J. “A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons.” 2011. Web. 22 Jan 2020.

Vancouver:

Lee JJ. A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/20.

Council of Science Editors:

Lee JJ. A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/20


Georgia State University

4. Yigitoglu, Nur. Exploring Second Language Writing Teacher Cognition.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research… (more)

Subjects/Keywords: Teaching writing; Teacher cognition; Second language (L2) writing teachers; Teaching practices; Second language teachers’ self-perceptions; Teachers’ writing experiences

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APA (6th Edition):

Yigitoglu, N. (2011). Exploring Second Language Writing Teacher Cognition. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/17

Chicago Manual of Style (16th Edition):

Yigitoglu, Nur. “Exploring Second Language Writing Teacher Cognition.” 2011. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/17.

MLA Handbook (7th Edition):

Yigitoglu, Nur. “Exploring Second Language Writing Teacher Cognition.” 2011. Web. 22 Jan 2020.

Vancouver:

Yigitoglu N. Exploring Second Language Writing Teacher Cognition. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/17.

Council of Science Editors:

Yigitoglu N. Exploring Second Language Writing Teacher Cognition. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/17


Georgia State University

5. Payant, Caroline A. Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom.

Degree: PhD, Applied Linguistics and English as a Second Language, 2012, Georgia State University

  Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions… (more)

Subjects/Keywords: Third language acquisition; Sociocultural theory; Native and nonnative language mediation; Languaging; Collaborative tasks; Learner beliefs

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APA (6th Edition):

Payant, C. A. (2012). Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/23

Chicago Manual of Style (16th Edition):

Payant, Caroline A. “Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom.” 2012. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/23.

MLA Handbook (7th Edition):

Payant, Caroline A. “Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom.” 2012. Web. 22 Jan 2020.

Vancouver:

Payant CA. Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/23.

Council of Science Editors:

Payant CA. Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/alesl_diss/23


Georgia State University

6. Pendergast, Meghan. Teachers' Perceptions of Accent on Formative Reading Assessments.

Degree: PhD, Early Childhood Education, 2014, Georgia State University

  Spanish-speaking Dual Language Learners (DLLs) constitute the largest language minority subgroup and are the fastest growing school-age population in the United States (McCardle, Mele-McCarthy,… (more)

Subjects/Keywords: Literacy Assessments; Teacher Education; Accent

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APA (6th Edition):

Pendergast, M. (2014). Teachers' Perceptions of Accent on Formative Reading Assessments. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/29

Chicago Manual of Style (16th Edition):

Pendergast, Meghan. “Teachers' Perceptions of Accent on Formative Reading Assessments.” 2014. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/ece_diss/29.

MLA Handbook (7th Edition):

Pendergast, Meghan. “Teachers' Perceptions of Accent on Formative Reading Assessments.” 2014. Web. 22 Jan 2020.

Vancouver:

Pendergast M. Teachers' Perceptions of Accent on Formative Reading Assessments. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/ece_diss/29.

Council of Science Editors:

Pendergast M. Teachers' Perceptions of Accent on Formative Reading Assessments. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/ece_diss/29

7. Hirano, Eliana. Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  The growing number of language minority students graduating from a U.S. high school and entering college has motivated many studies. These students are often… (more)

Subjects/Keywords: Academic literacy; Reading practices; Writing practices; Coping strategies; Linguistic minority; English as a second language (ESL); Qualitative case study

…dissertation committee: Dr. Linda Harklau, Dr. Gayle Nelson, and Dr. Stephanie Lindemann, for their… 

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APA (6th Edition):

Hirano, E. (2011). Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/18

Chicago Manual of Style (16th Edition):

Hirano, Eliana. “Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources.” 2011. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/18.

MLA Handbook (7th Edition):

Hirano, Eliana. “Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources.” 2011. Web. 22 Jan 2020.

Vancouver:

Hirano E. Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/18.

Council of Science Editors:

Hirano E. Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/18

8. Ye, Lijuan. Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  The study explored whether or not to delay introducing Chinese characters as part of first year Chinese as a Foreign Language (CFL) courses in… (more)

Subjects/Keywords: Chinese; Chinese characters; Character teaching; Chinese as a foreign language (CFL); Teacher beliefs; Student beliefs; Delayed Character Introduction (DCI); Immediate Character Introduction (ICI)

…research on a topic that had hardly been explored. Many thanks go to Dr. Stephanie Lindemann for… 

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APA (6th Edition):

Ye, L. (2011). Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/21

Chicago Manual of Style (16th Edition):

Ye, Lijuan. “Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction.” 2011. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/21.

MLA Handbook (7th Edition):

Ye, Lijuan. “Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction.” 2011. Web. 22 Jan 2020.

Vancouver:

Ye L. Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/21.

Council of Science Editors:

Ye L. Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/21

9. Lukkarila, Lauren. Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom.

Degree: PhD, Applied Linguistics and English as a Second Language, 2012, Georgia State University

  Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that,… (more)

Subjects/Keywords: English as a second language (ESL) writing instruction; Academic writing instruction; Critical pedagogy; Feminist pedagogy; Auto-ethnography

…women—Anneliese Singh, Diane Belcher, and Stephanie Lindemann—to whom I am especially grateful… …Stephanie Lindemann, and John Murphy for their helpful feedback, warmth, and willingness to work… 

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APA (6th Edition):

Lukkarila, L. (2012). Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/22

Chicago Manual of Style (16th Edition):

Lukkarila, Lauren. “Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom.” 2012. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/22.

MLA Handbook (7th Edition):

Lukkarila, Lauren. “Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom.” 2012. Web. 22 Jan 2020.

Vancouver:

Lukkarila L. Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/22.

Council of Science Editors:

Lukkarila L. Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/alesl_diss/22

10. Goodwin, Sarah J. Locus of Control in L2 English Listening Assessment.

Degree: PhD, Applied Linguistics and English as a Second Language, 2017, Georgia State University

  In second language (L2) listening assessment, various factors have the potential to impact the validity of listening test items (Brindley & Slatyer, 2002; Buck… (more)

Subjects/Keywords: Language assessment; Assessing listening; Second language testing; Rasch analysis; Audio play control; Stimulated recall in L2 listening

…Language Acquisition course project that was the seedling of this dissertation. Stephanie… …Lindemann and John Murphy, your research on second language listening, as well as your teachings… 

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APA (6th Edition):

Goodwin, S. J. (2017). Locus of Control in L2 English Listening Assessment. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/37

Chicago Manual of Style (16th Edition):

Goodwin, Sarah J. “Locus of Control in L2 English Listening Assessment.” 2017. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/37.

MLA Handbook (7th Edition):

Goodwin, Sarah J. “Locus of Control in L2 English Listening Assessment.” 2017. Web. 22 Jan 2020.

Vancouver:

Goodwin SJ. Locus of Control in L2 English Listening Assessment. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/37.

Council of Science Editors:

Goodwin SJ. Locus of Control in L2 English Listening Assessment. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/alesl_diss/37

11. Litzenberg, Jason J. An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction.

Degree: PhD, Applied Linguistics and English as a Second Language, 2013, Georgia State University

  English has become the default language of global communication, and users around the world are adapting the traditional standards of grammar and interaction. It… (more)

Subjects/Keywords: Lingua Franca; ELF; TESOL; Teacher Training

…dissertation committee, especially Stephanie Lindemann for her guidance and patience. I would also… 

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APA (6th Edition):

Litzenberg, J. J. (2013). An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/27

Chicago Manual of Style (16th Edition):

Litzenberg, Jason J. “An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction.” 2013. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/27.

MLA Handbook (7th Edition):

Litzenberg, Jason J. “An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction.” 2013. Web. 22 Jan 2020.

Vancouver:

Litzenberg JJ. An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/27.

Council of Science Editors:

Litzenberg JJ. An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/alesl_diss/27


Georgia State University

12. Choi, Jayoung. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.

Degree: PhD, Middle and Secondary Education, 2009, Georgia State University

  For English language learners (ELLs) who traverse two different sociocultural and linguistic worlds, identity construction is a particularly complicated process. However, examining learners’ identity… (more)

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APA (6th Edition):

Choi, J. (2009). Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/144

Chicago Manual of Style (16th Edition):

Choi, Jayoung. “Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.” 2009. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/msit_diss/144.

MLA Handbook (7th Edition):

Choi, Jayoung. “Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club.” 2009. Web. 22 Jan 2020.

Vancouver:

Choi J. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/msit_diss/144.

Council of Science Editors:

Choi J. Asian English Language Learners’ Identity Construction in an After School Read, Talk, & Wiki Club. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/144


Georgia State University

13. Ozbarlas, Yesim. Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2008, Georgia State University

  American and German educational systems have both experienced an increase of ethnic groups in the classrooms; however, in both countries the increase in ethnic… (more)

Subjects/Keywords: feminist theory; critical race theory; critical theory; German teacher education; American teacher education; prejudice; social justice in education; Education

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APA (6th Edition):

Ozbarlas, Y. (2008). Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/34

Chicago Manual of Style (16th Edition):

Ozbarlas, Yesim. “Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher.” 2008. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/msit_diss/34.

MLA Handbook (7th Edition):

Ozbarlas, Yesim. “Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher.” 2008. Web. 22 Jan 2020.

Vancouver:

Ozbarlas Y. Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/msit_diss/34.

Council of Science Editors:

Ozbarlas Y. Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/msit_diss/34


Georgia State University

14. Kozlova, Iryna. Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms.

Degree: PhD, Applied Linguistics and English as a Second Language, 2008, Georgia State University

  Research on international teaching assistants (ITAs) often highlights that ITAs have at least two identities, an identity of a teacher and a student (e.g.,… (more)

Subjects/Keywords: authority; conversational joking; teasing; humor; Identity; international teaching assistants (ITAs); behavior negotiation

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APA (6th Edition):

Kozlova, I. (2008). Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/2

Chicago Manual of Style (16th Edition):

Kozlova, Iryna. “Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms.” 2008. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/2.

MLA Handbook (7th Edition):

Kozlova, Iryna. “Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms.” 2008. Web. 22 Jan 2020.

Vancouver:

Kozlova I. Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/2.

Council of Science Editors:

Kozlova I. Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/alesl_diss/2


Georgia State University

15. Yook, Cheong Min. Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms.

Degree: PhD, Applied Linguistics and English as a Second Language, 2010, Georgia State University

  This study aims to expand studies on ESL/EFL teachers’ beliefs by investigating the relationship among Korean teachers’ beliefs about English language education in Korea,… (more)

Subjects/Keywords: Teachers’ beliefs; Teacher education; Reforms in English language education; Korean EFL context; Teaching practices; Perceptions; Qualitative research; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Yook, C. M. (2010). Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/14

Chicago Manual of Style (16th Edition):

Yook, Cheong Min. “Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms.” 2010. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/14.

MLA Handbook (7th Edition):

Yook, Cheong Min. “Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms.” 2010. Web. 22 Jan 2020.

Vancouver:

Yook CM. Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/14.

Council of Science Editors:

Yook CM. Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/alesl_diss/14


Georgia State University

16. Hu, Guiling. Cognitive Mechanisms Underlying Second Language Listening Comprehension.

Degree: PhD, Applied Linguistics and English as a Second Language, 2009, Georgia State University

 This dissertation research investigates the cognitive mechanisms underlying second language (L2) listening comprehension. I use three types of sentential contexts, congruent, neutral and incongruent, to… (more)

Subjects/Keywords: Cognitive processes; Activation; Suppression; Listening comprehension; Second language; Applied Linguistics; First and Second Language Acquisition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hu, G. (2009). Cognitive Mechanisms Underlying Second Language Listening Comprehension. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/11

Chicago Manual of Style (16th Edition):

Hu, Guiling. “Cognitive Mechanisms Underlying Second Language Listening Comprehension.” 2009. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/alesl_diss/11.

MLA Handbook (7th Edition):

Hu, Guiling. “Cognitive Mechanisms Underlying Second Language Listening Comprehension.” 2009. Web. 22 Jan 2020.

Vancouver:

Hu G. Cognitive Mechanisms Underlying Second Language Listening Comprehension. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/11.

Council of Science Editors:

Hu G. Cognitive Mechanisms Underlying Second Language Listening Comprehension. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/alesl_diss/11


Georgia State University

17. Webb, Horace P. Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

 Doing and learning science are social activities that require certain language, activities, and values. Both constitute what Gee (2005) calls Discourses. The language of learning… (more)

Subjects/Keywords: Inquiry; Extracurricular Project; Critical Discourse Analysis; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Webb, H. P. (2009). Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/49

Chicago Manual of Style (16th Edition):

Webb, Horace P. “Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project.” 2009. Doctoral Dissertation, Georgia State University. Accessed January 22, 2020. https://scholarworks.gsu.edu/msit_diss/49.

MLA Handbook (7th Edition):

Webb, Horace P. “Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project.” 2009. Web. 22 Jan 2020.

Vancouver:

Webb HP. Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2020 Jan 22]. Available from: https://scholarworks.gsu.edu/msit_diss/49.

Council of Science Editors:

Webb HP. Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/49

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