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You searched for +publisher:"University of San Francisco" +contributor:("Sedique Popal"). Showing records 1 – 30 of 44 total matches.

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1. Adsit, Danielle. Implementing African American Icons into an ESL Classroom.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Education, 2016, University of San Francisco

African American history is rarely seen in schools today. This project tries to assess why there is a lack of African American history and why it is important to incorporate African American icons into an ESL classroom. Advisors/Committee Members: Sedique Popal.

Subjects/Keywords: African American Icons ESL Community College; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education Economics

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

APA (6th Edition):

Adsit, D. (2016). Implementing African American Icons into an ESL Classroom. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Adsit, Danielle. “Implementing African American Icons into an ESL Classroom.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Adsit, Danielle. “Implementing African American Icons into an ESL Classroom.” 2016. Web. 21 Jul 2019.

Vancouver:

Adsit D. Implementing African American Icons into an ESL Classroom. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adsit D. Implementing African American Icons into an ESL Classroom. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Andrew, Veronica. Writing Research Papers: A Guide for International Students.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  The recent dramatic influx of international students to universities in the United States has presented many difficulties, both to those students and to those… (more)

Subjects/Keywords: international students; composition; research; academic writing; English for academic purposes; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Andrew, V. (2016). Writing Research Papers: A Guide for International Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Andrew, Veronica. “Writing Research Papers: A Guide for International Students.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Andrew, Veronica. “Writing Research Papers: A Guide for International Students.” 2016. Web. 21 Jul 2019.

Vancouver:

Andrew V. Writing Research Papers: A Guide for International Students. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andrew V. Writing Research Papers: A Guide for International Students. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Wu, You. Using Multiple Technologies to Promote Teaching Efficiency in ESL Writing Class.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2017, University of San Francisco

  With the development of the computer and mobile phone, learning does not limit to traditional methods.How to avoid redundancy and stress is essential for… (more)

Subjects/Keywords: CALL; CLT; memory; ESL; educational technology; writing; Educational Methods; International and Comparative Education

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

APA (6th Edition):

Wu, Y. (2017). Using Multiple Technologies to Promote Teaching Efficiency in ESL Writing Class. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/560

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wu, You. “Using Multiple Technologies to Promote Teaching Efficiency in ESL Writing Class.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/560.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wu, You. “Using Multiple Technologies to Promote Teaching Efficiency in ESL Writing Class.” 2017. Web. 21 Jul 2019.

Vancouver:

Wu Y. Using Multiple Technologies to Promote Teaching Efficiency in ESL Writing Class. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/560.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wu Y. Using Multiple Technologies to Promote Teaching Efficiency in ESL Writing Class. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/560

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. lemper, jenny. English Language Learning through Visual Arts Practices: A Curriculum for Conflict-affected Youth in Secondary Education.

Degree: MAin International and Multicultural Education (IME), Teaching English as a Second Language, 2014, University of San Francisco

  This field project summarizes recent research in conflict and education, and presents an English language learner curriculum designed to address the current gap in… (more)

Subjects/Keywords: ESL; EFL; TESOL; English literacy through art; Visual Arts; Conflict and Education; Art Education; Bilingual, Multilingual, and Multicultural Education; Education; English Language and Literature

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APA (6th Edition):

lemper, j. (2014). English Language Learning through Visual Arts Practices: A Curriculum for Conflict-affected Youth in Secondary Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

lemper, jenny. “English Language Learning through Visual Arts Practices: A Curriculum for Conflict-affected Youth in Secondary Education.” 2014. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

lemper, jenny. “English Language Learning through Visual Arts Practices: A Curriculum for Conflict-affected Youth in Secondary Education.” 2014. Web. 21 Jul 2019.

Vancouver:

lemper j. English Language Learning through Visual Arts Practices: A Curriculum for Conflict-affected Youth in Secondary Education. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

lemper j. English Language Learning through Visual Arts Practices: A Curriculum for Conflict-affected Youth in Secondary Education. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Keihl, Kirsten L. A Literacy-level Curriculum for Adult Spanish-speaking English Language Learners with Limited Formal Education.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2015, University of San Francisco

  Many Spanish-speaking adult immigrants in the United States face an immediate need to learn English, but also suffer from a lack of formal education… (more)

Subjects/Keywords: ESL; ELL; Literacy; SLA; Second Language Acquisition; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction

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

APA (6th Edition):

Keihl, K. L. (2015). A Literacy-level Curriculum for Adult Spanish-speaking English Language Learners with Limited Formal Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/260

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keihl, Kirsten L. “A Literacy-level Curriculum for Adult Spanish-speaking English Language Learners with Limited Formal Education.” 2015. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/260.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keihl, Kirsten L. “A Literacy-level Curriculum for Adult Spanish-speaking English Language Learners with Limited Formal Education.” 2015. Web. 21 Jul 2019.

Vancouver:

Keihl KL. A Literacy-level Curriculum for Adult Spanish-speaking English Language Learners with Limited Formal Education. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/260.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keihl KL. A Literacy-level Curriculum for Adult Spanish-speaking English Language Learners with Limited Formal Education. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/260

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Andreeva, Irina. Teaching Culture through Social Situations in English as a Second Language Classes.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2016, University of San Francisco

  To develop communicative competence, second language learners in addition to mastering linguistic, strategic, structural and discoursal aspects of the language, have to acquire sociolinguistc… (more)

Subjects/Keywords: Sociolinguistic competence; speech acts; pragmatic transfer; acculturation; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Andreeva, I. (2016). Teaching Culture through Social Situations in English as a Second Language Classes. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Andreeva, Irina. “Teaching Culture through Social Situations in English as a Second Language Classes.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Andreeva, Irina. “Teaching Culture through Social Situations in English as a Second Language Classes.” 2016. Web. 21 Jul 2019.

Vancouver:

Andreeva I. Teaching Culture through Social Situations in English as a Second Language Classes. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andreeva I. Teaching Culture through Social Situations in English as a Second Language Classes. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Armes, Jeremy W. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  This project explores how to increase the reliability of subjective language assessments. What are the major factors that affect reliability, and what can educators… (more)

Subjects/Keywords: Assessment; Reliability; Language Testing; Curriculum and Instruction; Elementary Education and Teaching; International and Comparative Education; Other Teacher Education and Professional Development

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

APA (6th Edition):

Armes, J. W. (2016). Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Armes, Jeremy W. “Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Armes, Jeremy W. “Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.” 2016. Web. 21 Jul 2019.

Vancouver:

Armes JW. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Armes JW. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Kaiser, Christopher. Creating Curriculum Cartographers to Instruct English Language Learners and Support Heritage Languages.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  Students learning English as a second language are using the ESL teacher’s curriculum and instruction as their primary means for becoming privileged bilinguals. However,… (more)

Subjects/Keywords: affective barrier; bilingual education; English proficiency; functional communication; heritage language; privileged bilingual; Curriculum and Instruction

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

APA (6th Edition):

Kaiser, C. (2016). Creating Curriculum Cartographers to Instruct English Language Learners and Support Heritage Languages. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kaiser, Christopher. “Creating Curriculum Cartographers to Instruct English Language Learners and Support Heritage Languages.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kaiser, Christopher. “Creating Curriculum Cartographers to Instruct English Language Learners and Support Heritage Languages.” 2016. Web. 21 Jul 2019.

Vancouver:

Kaiser C. Creating Curriculum Cartographers to Instruct English Language Learners and Support Heritage Languages. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaiser C. Creating Curriculum Cartographers to Instruct English Language Learners and Support Heritage Languages. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. tavakkoli, mahsa. Enhancing International Students’ English Proficiency and Cultural Competence in Academic Settings: A Handbook for Teachers.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  More than one million international students have enrolled in U.S. undergraduate and graduate programs in 2015/16. The majority of these students come from non-English… (more)

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

APA (6th Edition):

tavakkoli, m. (2017). Enhancing International Students’ English Proficiency and Cultural Competence in Academic Settings: A Handbook for Teachers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/489

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

tavakkoli, mahsa. “Enhancing International Students’ English Proficiency and Cultural Competence in Academic Settings: A Handbook for Teachers.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/489.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

tavakkoli, mahsa. “Enhancing International Students’ English Proficiency and Cultural Competence in Academic Settings: A Handbook for Teachers.” 2017. Web. 21 Jul 2019.

Vancouver:

tavakkoli m. Enhancing International Students’ English Proficiency and Cultural Competence in Academic Settings: A Handbook for Teachers. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/489.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

tavakkoli m. Enhancing International Students’ English Proficiency and Cultural Competence in Academic Settings: A Handbook for Teachers. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/489

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Hilburn, Jean L. USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2017, University of San Francisco

  Research has shown that there are many benefits to using humor in the ESL classroom. Although this is known, oftentimes humor is avoided. There… (more)

Subjects/Keywords: humor; puns; jokes; riddles; adult ESL; metalinguistic awareness; cultural competence; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Hilburn, J. L. (2017). USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hilburn, Jean L. “USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hilburn, Jean L. “USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS.” 2017. Web. 21 Jul 2019.

Vancouver:

Hilburn JL. USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hilburn JL. USING HUMOR TO ENHANCE METALINGUISTIC AWARENESS AND EXPAND CULTURAL COMPETENCE IN ADULT ESL CLASSROOMS. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Doyle, James G. Incorporating the Cultures of English-Language Learners in Daily Lesson Plans: A Two-Way Street.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  Teaching and learning culture have been matters of interest for teachers of English to speakers of other languages during the past half century. Since… (more)

Subjects/Keywords: Culture; English-language learners; intercultural communication; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Doyle, J. G. (2017). Incorporating the Cultures of English-Language Learners in Daily Lesson Plans: A Two-Way Street. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/510

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doyle, James G. “Incorporating the Cultures of English-Language Learners in Daily Lesson Plans: A Two-Way Street.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/510.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doyle, James G. “Incorporating the Cultures of English-Language Learners in Daily Lesson Plans: A Two-Way Street.” 2017. Web. 21 Jul 2019.

Vancouver:

Doyle JG. Incorporating the Cultures of English-Language Learners in Daily Lesson Plans: A Two-Way Street. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/510.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doyle JG. Incorporating the Cultures of English-Language Learners in Daily Lesson Plans: A Two-Way Street. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/510

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. McClure, Michael. Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2017, University of San Francisco

In this field project, the author created a listening comprehension workbook for adult ESL students. The emphasis of the project was to improve the listening comprehension abilities of students through exposing them to authentic American English. The recordings were provided by StoryCorps.gov. Advisors/Committee Members: Mohammed Sedique Popal.

Subjects/Keywords: TESOL; ESL; Authentic; Listening Comprehension; Adult and Continuing Education

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APA (6th Edition):

McClure, M. (2017). Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McClure, Michael. “Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McClure, Michael. “Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation.” 2017. Web. 21 Jul 2019.

Vancouver:

McClure M. Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McClure M. Enhancing Listening Comprehension Skills Through Exposure to Authentic Conversation. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. McAra, Megan M. Global Voices: A Student-Centered Guide to Teaching English as an International Language.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2017, University of San Francisco

  It is time for change in the world of English language teaching. The dominant view and practice of teaching English as a neutral, straight-forward… (more)

Subjects/Keywords: ESL; EFL; Critical Pedagogy; Critical Literacy; World Englishes; Participatory Approach; Curriculum and Instruction

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

APA (6th Edition):

McAra, M. M. (2017). Global Voices: A Student-Centered Guide to Teaching English as an International Language. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/541

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McAra, Megan M. “Global Voices: A Student-Centered Guide to Teaching English as an International Language.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/541.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McAra, Megan M. “Global Voices: A Student-Centered Guide to Teaching English as an International Language.” 2017. Web. 21 Jul 2019.

Vancouver:

McAra MM. Global Voices: A Student-Centered Guide to Teaching English as an International Language. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/541.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McAra MM. Global Voices: A Student-Centered Guide to Teaching English as an International Language. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/541

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. OH, MIHEA. Using American pop songs in EFL classrooms.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2015, University of San Francisco

  This project has an aim to provide effective learning environment through music resources by reducing negative feeling. Student will get away from boring classroom… (more)

Subjects/Keywords: Educational Methods

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

APA (6th Edition):

OH, M. (2015). Using American pop songs in EFL classrooms. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/202

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

OH, MIHEA. “Using American pop songs in EFL classrooms.” 2015. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/202.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

OH, MIHEA. “Using American pop songs in EFL classrooms.” 2015. Web. 21 Jul 2019.

Vancouver:

OH M. Using American pop songs in EFL classrooms. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/202.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

OH M. Using American pop songs in EFL classrooms. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/202

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. wang, xiaoqiong. Applying New Technologies to Upgrade Non-English Speakers’ English Speaking Skills.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  As technologies are getting more and more advanced, modernized information technologies start to step into the field of education. The application of multimedia- assisted… (more)

Subjects/Keywords: new technologies; speaking skills; student-centered; interest; confidence; Computer mediated communication; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

wang, x. (2016). Applying New Technologies to Upgrade Non-English Speakers’ English Speaking Skills. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

wang, xiaoqiong. “Applying New Technologies to Upgrade Non-English Speakers’ English Speaking Skills.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

wang, xiaoqiong. “Applying New Technologies to Upgrade Non-English Speakers’ English Speaking Skills.” 2016. Web. 21 Jul 2019.

Vancouver:

wang x. Applying New Technologies to Upgrade Non-English Speakers’ English Speaking Skills. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

wang x. Applying New Technologies to Upgrade Non-English Speakers’ English Speaking Skills. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Rodriguez-Juarez, Martin. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

This field project shows that the immigrant community that works in the fields from the Central Coast of California need the motivation to attend adult school to learn English as their second language. A six-week courses is included. Advisors/Committee Members: Sedique Popal, Luz Navarrette Garcia.

Subjects/Keywords: immigration; latinos; california; motivation; English as second language; ESL; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Leadership; Educational Methods; Education Economics; Elementary Education and Teaching; Higher Education; Higher Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Other Education; Other Teacher Education and Professional Development; Secondary Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Rodriguez-Juarez, M. (2016). The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rodriguez-Juarez, Martin. “The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rodriguez-Juarez, Martin. “The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.” 2016. Web. 21 Jul 2019.

Vancouver:

Rodriguez-Juarez M. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodriguez-Juarez M. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Lee, Chaiyeon Sylvia. Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The importance of educating effective English users competent in communicating and interacting in a variety of social settings is highlighted in today’s highly globalized… (more)

Subjects/Keywords: Authentic materials; Communicative competence; Global Topics; Participatory Approach; Real-world Topics; Adult and Continuing Education; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Methods; Language and Literacy Education

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APA (6th Edition):

Lee, C. S. (2017). Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/643

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Chaiyeon Sylvia. “Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/643.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Chaiyeon Sylvia. “Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers.” 2017. Web. 21 Jul 2019.

Vancouver:

Lee CS. Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/643.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee CS. Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/643

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. CHOI, HYUN IL. Incorporating Digital Storytelling in the English Language Class for Korean University Students.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2015, University of San Francisco

  The purpose of this project is to suggest practical ways to incorporate digital storytelling in the English classroom at the university level. To be… (more)

Subjects/Keywords: CALL; MALL; English education; TESOL; Digital storytelling; Korea; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

CHOI, H. I. (2015). Incorporating Digital Storytelling in the English Language Class for Korean University Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/147

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

CHOI, HYUN IL. “Incorporating Digital Storytelling in the English Language Class for Korean University Students.” 2015. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/147.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

CHOI, HYUN IL. “Incorporating Digital Storytelling in the English Language Class for Korean University Students.” 2015. Web. 21 Jul 2019.

Vancouver:

CHOI HI. Incorporating Digital Storytelling in the English Language Class for Korean University Students. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/147.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

CHOI HI. Incorporating Digital Storytelling in the English Language Class for Korean University Students. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/147

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Rygiel, Lota I. Learning through Reading: A Handbook of Literature-based Lessons for ESL.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  Learning through Reading: A Handbook of Literature-based Lessons for ESL A Field Project written by Lota Rygiel in the spring of 2016. This project… (more)

Subjects/Keywords: Teaching ESL; adult students; literature-based lessons; short stories and poetry; lowering the affective filter; Bilingual, Multilingual, and Multicultural Education; English Language and Literature; Higher Education and Teaching

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

APA (6th Edition):

Rygiel, L. I. (2016). Learning through Reading: A Handbook of Literature-based Lessons for ESL. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/320

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rygiel, Lota I. “Learning through Reading: A Handbook of Literature-based Lessons for ESL.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/320.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rygiel, Lota I. “Learning through Reading: A Handbook of Literature-based Lessons for ESL.” 2016. Web. 21 Jul 2019.

Vancouver:

Rygiel LI. Learning through Reading: A Handbook of Literature-based Lessons for ESL. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/320.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rygiel LI. Learning through Reading: A Handbook of Literature-based Lessons for ESL. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/320

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Guan, Yi. The Effects of Explicit Listening Strategy Instruction on the Listening Comprehension of English as Second Language (ESL) Community College Students.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  This mixed methods study explored the effects of explicit listening strategy instruction on the beginning-level ESL learner's listening comprehension at a community college in… (more)

Subjects/Keywords: learners' perceptions; listening comprehension; listening pedagogy; strategy instruction; Community College Education Administration; Education; First and Second Language Acquisition

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APA (6th Edition):

Guan, Y. (2014). The Effects of Explicit Listening Strategy Instruction on the Listening Comprehension of English as Second Language (ESL) Community College Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/93

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guan, Yi. “The Effects of Explicit Listening Strategy Instruction on the Listening Comprehension of English as Second Language (ESL) Community College Students.” 2014. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/93.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guan, Yi. “The Effects of Explicit Listening Strategy Instruction on the Listening Comprehension of English as Second Language (ESL) Community College Students.” 2014. Web. 21 Jul 2019.

Vancouver:

Guan Y. The Effects of Explicit Listening Strategy Instruction on the Listening Comprehension of English as Second Language (ESL) Community College Students. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/93.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guan Y. The Effects of Explicit Listening Strategy Instruction on the Listening Comprehension of English as Second Language (ESL) Community College Students. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/93

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Zarrabi, Shayesteh. Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

  International students, a growing population in US universities, need to possess excellent reading skills in order to succeed. American universities also benefit from admitting… (more)

Subjects/Keywords: metacognition; non-native English; online reading; reading strategies; second language; translation; Education

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

APA (6th Edition):

Zarrabi, S. (2015). Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zarrabi, Shayesteh. “Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students.” 2015. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zarrabi, Shayesteh. “Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students.” 2015. Web. 21 Jul 2019.

Vancouver:

Zarrabi S. Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zarrabi S. Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Markova-Lama, Ivana. Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  The population of English Language Learners (ELLs) in the United States has been growing at an increasingly rapid rate (U. S. Census Bureau, 2010),… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Markova-Lama, I. (2013). Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/58

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Markova-Lama, Ivana. “Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development.” 2013. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/58.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Markova-Lama, Ivana. “Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development.” 2013. Web. 21 Jul 2019.

Vancouver:

Markova-Lama I. Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/58.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Markova-Lama I. Effects of Academic and Non-academic Instructional Approaches on Preschool ELLs' English Language Development. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/58

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Konishi, Yukiko. Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2016, University of San Francisco

  Even though language-program evaluations provide educators with various types of information on teaching practices and the programs in which they work, insufficient literature discusses… (more)

Subjects/Keywords: Communicative Competence; Japanese-Language Program; Language Program Evaluation; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; First and Second Language Acquisition

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APA (6th Edition):

Konishi, Y. (2016). Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/327

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Konishi, Yukiko. “Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/327.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Konishi, Yukiko. “Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program.” 2016. Web. 21 Jul 2019.

Vancouver:

Konishi Y. Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/327.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Konishi Y. Building Communicative Competence: An Evaluation of the Effectiveness of an Intensive Japanese-Language Program. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/327

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. McNiel-Cho, Eunsook. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  This study explored the effects of immersion training on the learner's affective behaviors such as motivation and attitude, anxiety, and self-confidence in foreign language… (more)

Subjects/Keywords: Affect; Anxiety; Foreign language education; Immersion training; Motivation; Self-confidence; Education

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APA (6th Edition):

McNiel-Cho, E. (2013). Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/64

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McNiel-Cho, Eunsook. “Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.” 2013. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/64.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McNiel-Cho, Eunsook. “Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience.” 2013. Web. 21 Jul 2019.

Vancouver:

McNiel-Cho E. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/64.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McNiel-Cho E. Foreign Language Learning in a Non-school Environment: Effects of Simulated Immersion Training on Affective Factors in Learners' Experience. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/64

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Osman, Hazem Ahmed. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

  This mixed-method study examines the perceptions of Intercultural Communicative Competence (ICC) by English teachers in the Preparatory Year (PY) program at King Saudi University.… (more)

Subjects/Keywords: English as a foreign language; English classroom; Intercultural Communicative Competence; Preparatory year program; sociocultural theory; teaching culture; First and Second Language Acquisition; Reading and Language

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APA (6th Edition):

Osman, H. A. (2015). Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Osman, Hazem Ahmed. “Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.” 2015. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Osman, Hazem Ahmed. “Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.” 2015. Web. 21 Jul 2019.

Vancouver:

Osman HA. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Osman HA. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Lin, Yu-Han. Culture Teaching and Learning in an Advanced Placement Chinese Course.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  The significance of teaching culture in the foreign language classroom has been widely acknowledged. However, it remains a challenge for language teachers to properly… (more)

Subjects/Keywords: 5C; AP Chinese; cultural competence; culture learning; culture teaching; language and culture; Education; Reading and Language

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APA (6th Edition):

Lin, Y. (2017). Culture Teaching and Learning in an Advanced Placement Chinese Course. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/336

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lin, Yu-Han. “Culture Teaching and Learning in an Advanced Placement Chinese Course.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/336.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lin, Yu-Han. “Culture Teaching and Learning in an Advanced Placement Chinese Course.” 2017. Web. 21 Jul 2019.

Vancouver:

Lin Y. Culture Teaching and Learning in an Advanced Placement Chinese Course. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/336.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lin Y. Culture Teaching and Learning in an Advanced Placement Chinese Course. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/336

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Li, Yue. Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in A Chinese L2 Classroom.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  This interpretive case study explored the effectiveness of listening strategy instruction that promoted self-regulated learning and gained insights into students’ and instructors’ perceptions of… (more)

Subjects/Keywords: integrated strategy instruction; learning strategies; listening strategy instruction; perceptions of listening strategy training; second language learning; self-regulated learning; Adult and Continuing Education; Education; Language and Literacy Education

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APA (6th Edition):

Li, Y. (2017). Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in A Chinese L2 Classroom. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Li, Yue. “Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in A Chinese L2 Classroom.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Li, Yue. “Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in A Chinese L2 Classroom.” 2017. Web. 21 Jul 2019.

Vancouver:

Li Y. Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in A Chinese L2 Classroom. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Li Y. Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in A Chinese L2 Classroom. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Parsons, Sarah Rose. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The daily metrics of the teaching profession can prove emotionally and physically taxing, especially when compared to the current rapidly growing veil of technological… (more)

Subjects/Keywords: idea mapping; professional development; cognition; workshop; education; Adult and Continuing Education; Other Education; Teacher Education and Professional Development

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

APA (6th Edition):

Parsons, S. R. (2017). Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Web. 21 Jul 2019.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Douglas, Michelle. Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2017, University of San Francisco

  Currently, the state of California has 1,332,405 students from grades k-12 who speak a language other than English at home (Caledfacts, 2016). When I… (more)

Subjects/Keywords: English Language Learner; Math Skills; Language Skills; Engagement Strategies; Cooperative Learning; Accountable Talk; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Methods; Elementary Education; Elementary Education and Teaching; Language and Literacy Education; Other Mathematics; Reading and Language; Science and Mathematics Education

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

APA (6th Edition):

Douglas, M. (2017). Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Douglas, Michelle. “Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/capstone/642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Douglas, Michelle. “Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids.” 2017. Web. 21 Jul 2019.

Vancouver:

Douglas M. Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/capstone/642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Douglas M. Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Ryoo, Nancy. Understanding Translanguaging and Identity among Korean Bilingual Adults.

Degree: Doctor of Education (EdD), 2017, University of San Francisco

  This qualitative study, conducted at a Northern California university, explored how six Korean bilingual adults expressed their unique identities while utilizing both Korean and… (more)

Subjects/Keywords: Bilingualism; English as cultural capital; Korean Bilinguals; Language and Identity; Multilingualism; Translanguaging; Bilingual, Multilingual, and Multicultural Education; Linguistics

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

APA (6th Edition):

Ryoo, N. (2017). Understanding Translanguaging and Identity among Korean Bilingual Adults. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/412

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ryoo, Nancy. “Understanding Translanguaging and Identity among Korean Bilingual Adults.” 2017. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/412.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ryoo, Nancy. “Understanding Translanguaging and Identity among Korean Bilingual Adults.” 2017. Web. 21 Jul 2019.

Vancouver:

Ryoo N. Understanding Translanguaging and Identity among Korean Bilingual Adults. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/412.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ryoo N. Understanding Translanguaging and Identity among Korean Bilingual Adults. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/412

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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