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You searched for +publisher:"University of Texas – Austin" +contributor:("Palmer, Deborah K."). Showing records 1 – 25 of 25 total matches.

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University of Texas – Austin

1. Mesquita, Tatiana De Castro. A curriculum proposal for elementary EFL students in a bilingual-immersion school in Brazil.

Degree: Foreign Language Education, 2009, University of Texas – Austin

 This paper is a curriculum proposal for students from grades 2 – 5 at the Elementary level in a bilingual-immersion school in Brasilia, Brazil, who… (more)

Subjects/Keywords: Curriculum proposal; Elementary EFL students; Bilingual-immersion school; SIOP Model; Lesson plans

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APA (6th Edition):

Mesquita, T. D. C. (2009). A curriculum proposal for elementary EFL students in a bilingual-immersion school in Brazil. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2009-12-412

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):

Mesquita, Tatiana De Castro. “A curriculum proposal for elementary EFL students in a bilingual-immersion school in Brazil.” 2009. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2009-12-412.

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

MLA Handbook (7th Edition):

Mesquita, Tatiana De Castro. “A curriculum proposal for elementary EFL students in a bilingual-immersion school in Brazil.” 2009. Web. 19 Feb 2019.

Vancouver:

Mesquita TDC. A curriculum proposal for elementary EFL students in a bilingual-immersion school in Brazil. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2009-12-412.

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

Council of Science Editors:

Mesquita TDC. A curriculum proposal for elementary EFL students in a bilingual-immersion school in Brazil. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/ETD-UT-2009-12-412

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


University of Texas – Austin

2. -6484-0621. Making room for social studies, through read aloud.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 Through this report, I offer a solution for a problematic gap that I observed in my school’s curriculum: the absence of social studies. Grounding my… (more)

Subjects/Keywords: Read aloud; Elementary social studies; Culturally-relevant instruction; Multicultural education; Fourth grade

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APA (6th Edition):

-6484-0621. (2016). Making room for social studies, through read aloud. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43377

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

Chicago Manual of Style (16th Edition):

-6484-0621. “Making room for social studies, through read aloud.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/43377.

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

MLA Handbook (7th Edition):

-6484-0621. “Making room for social studies, through read aloud.” 2016. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6484-0621. Making room for social studies, through read aloud. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/43377.

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

Council of Science Editors:

-6484-0621. Making room for social studies, through read aloud. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43377

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


University of Texas – Austin

3. Greer, Elizabeth Jane. Blackness and bilingualism: language ideologies in the African American community.

Degree: Curriculum and Instruction, 2015, University of Texas – Austin

 This qualitative interpretivist study uses Richard Ruiz’s language orientation framework to explore the perspectives of African Americans towards Spanish-English bilingualism as it relates to dual… (more)

Subjects/Keywords: Dual language education; African Americans; Language ideologies

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APA (6th Edition):

Greer, E. J. (2015). Blackness and bilingualism: language ideologies in the African American community. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/34137

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):

Greer, Elizabeth Jane. “Blackness and bilingualism: language ideologies in the African American community.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/34137.

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

MLA Handbook (7th Edition):

Greer, Elizabeth Jane. “Blackness and bilingualism: language ideologies in the African American community.” 2015. Web. 19 Feb 2019.

Vancouver:

Greer EJ. Blackness and bilingualism: language ideologies in the African American community. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/34137.

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

Council of Science Editors:

Greer EJ. Blackness and bilingualism: language ideologies in the African American community. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/34137

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


University of Texas – Austin

4. Park, Sae Mee, 1985-. The effects of speaking anxiety on foreign language learning.

Degree: Foreign Language Education, 2009, University of Texas – Austin

 The purpose of this paper is to examine in depth and to synthesize the literature on foreign language anxiety, with specific focus on speaking anxiety.… (more)

Subjects/Keywords: Foreign language anxiety; Speaking anxiety; Second language acquisition; SLA; ESL; EFL; Communication apprehension

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

APA (6th Edition):

Park, Sae Mee, 1. (2009). The effects of speaking anxiety on foreign language learning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2009-12-651

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):

Park, Sae Mee, 1985-. “The effects of speaking anxiety on foreign language learning.” 2009. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2009-12-651.

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

MLA Handbook (7th Edition):

Park, Sae Mee, 1985-. “The effects of speaking anxiety on foreign language learning.” 2009. Web. 19 Feb 2019.

Vancouver:

Park, Sae Mee 1. The effects of speaking anxiety on foreign language learning. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2009-12-651.

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

Council of Science Editors:

Park, Sae Mee 1. The effects of speaking anxiety on foreign language learning. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/ETD-UT-2009-12-651

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

5. Rubio, Josephine Martha. Latina teachers’ conversations on cultural identity, language ideologies and humanizing pedagogy.

Degree: Curriculum and Instruction, 2014, University of Texas – Austin

 This paper presents a pedagogical inquiry on the impending need for teachers of underserved students to be conscious of their own cultural identity and language… (more)

Subjects/Keywords: Humanizing pedagogy; Teachers' cultural identity; Teachers' language ideology

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APA (6th Edition):

Rubio, J. M. (2014). Latina teachers’ conversations on cultural identity, language ideologies and humanizing pedagogy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26311

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):

Rubio, Josephine Martha. “Latina teachers’ conversations on cultural identity, language ideologies and humanizing pedagogy.” 2014. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/26311.

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

MLA Handbook (7th Edition):

Rubio, Josephine Martha. “Latina teachers’ conversations on cultural identity, language ideologies and humanizing pedagogy.” 2014. Web. 19 Feb 2019.

Vancouver:

Rubio JM. Latina teachers’ conversations on cultural identity, language ideologies and humanizing pedagogy. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/26311.

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

Council of Science Editors:

Rubio JM. Latina teachers’ conversations on cultural identity, language ideologies and humanizing pedagogy. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26311

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

6. Kehoe, Shannon Kimberly. Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections.

Degree: Curriculum and Instruction, 2013, University of Texas – Austin

 In order to illustrate, I begin this report with an account of some of my experiences as a bilingual teacher, instructing curriculum designed to elicit… (more)

Subjects/Keywords: Language ideologies; Bilingual teacher; Bilingual students; Student language ideologies; Fourth grade; Bilingual education; Praxis; Praxis teaching; Praxis cycle; High stakes testing; Accountability measures; Accountability policies; High stakes testing policies; Teacher autonomy

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APA (6th Edition):

Kehoe, S. K. (2013). Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24086

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):

Kehoe, Shannon Kimberly. “Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections.” 2013. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/24086.

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

MLA Handbook (7th Edition):

Kehoe, Shannon Kimberly. “Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections.” 2013. Web. 19 Feb 2019.

Vancouver:

Kehoe SK. Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/24086.

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

Council of Science Editors:

Kehoe SK. Language ideologies in a bilingual fourth grade classroom : a research proposal and reflections. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/24086

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

7. Thomei, Marissa De Jesus. Investment or hegemony : language equity in a two-way dual language classroom.

Degree: Curriculum and Instruction, 2013, University of Texas – Austin

 This ethnographic case study is situated in a suburban elementary school’s third grade Two-Way 50:50 Dual Language immersion model in Central Texas. Interviews, surveys and… (more)

Subjects/Keywords: Dual language; Investment; Identity; Capital; Bilingualism

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APA (6th Edition):

Thomei, M. D. J. (2013). Investment or hegemony : language equity in a two-way dual language classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22432

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):

Thomei, Marissa De Jesus. “Investment or hegemony : language equity in a two-way dual language classroom.” 2013. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/22432.

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

MLA Handbook (7th Edition):

Thomei, Marissa De Jesus. “Investment or hegemony : language equity in a two-way dual language classroom.” 2013. Web. 19 Feb 2019.

Vancouver:

Thomei MDJ. Investment or hegemony : language equity in a two-way dual language classroom. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/22432.

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

Council of Science Editors:

Thomei MDJ. Investment or hegemony : language equity in a two-way dual language classroom. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22432

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

8. Fabelo, Dora M., 1955-. Academic Spanish during mathematics instruction : the case of novice bilingual teachers in elementary classrooms.

Degree: Curriculum and Instruction, 2008, University of Texas – Austin

 This dissertation focused on the study of the Spanish academic language proficiency of novice bilingual teachers during the act of teaching mathematics in elementary grades.… (more)

Subjects/Keywords: Education, Bilingual – Texas – Case studies; Mathematics – Study and teaching – Texas – Case studies; Effective teaching – Texas – Case studies; Code switching (Linguistics) – Texas – Case studies; First year teachers – Training of – Texas – Case studies; Mathematics teachers – Training of – Texas – Case studies

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

APA (6th Edition):

Fabelo, Dora M., 1. (2008). Academic Spanish during mathematics instruction : the case of novice bilingual teachers in elementary classrooms. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/17958

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):

Fabelo, Dora M., 1955-. “Academic Spanish during mathematics instruction : the case of novice bilingual teachers in elementary classrooms.” 2008. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/17958.

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

MLA Handbook (7th Edition):

Fabelo, Dora M., 1955-. “Academic Spanish during mathematics instruction : the case of novice bilingual teachers in elementary classrooms.” 2008. Web. 19 Feb 2019.

Vancouver:

Fabelo, Dora M. 1. Academic Spanish during mathematics instruction : the case of novice bilingual teachers in elementary classrooms. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/17958.

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

Council of Science Editors:

Fabelo, Dora M. 1. Academic Spanish during mathematics instruction : the case of novice bilingual teachers in elementary classrooms. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/17958

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


University of Texas – Austin

9. Whitehead, Sarah Jey. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.

Degree: Curriculum and Instruction, 2014, University of Texas – Austin

 This study is based upon the idea that foreign language (FL) classrooms exist apart from their target language communities. While historically, this has been a… (more)

Subjects/Keywords: Foreign language education; Spanish; Discourse analysis; Authenticity; Imagined communities; Ecology theory; Symbolic capital; Cultural appropriation

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APA (6th Edition):

Whitehead, S. J. (2014). I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30498

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):

Whitehead, Sarah Jey. “I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.” 2014. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/30498.

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

MLA Handbook (7th Edition):

Whitehead, Sarah Jey. “I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.” 2014. Web. 19 Feb 2019.

Vancouver:

Whitehead SJ. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/30498.

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

Council of Science Editors:

Whitehead SJ. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30498

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


University of Texas – Austin

10. Henderson, Kathryn Isabel. Dual language bilingual education program implementation : teacher language ideologies and local language policy.

Degree: Curriculum and Instruction, 2015, University of Texas – Austin

 In this dissertation, I investigated the top-down implementation process of a dual language bilingual education (DLBE) program in over 60 schools in a large urban… (more)

Subjects/Keywords: Dual language; Bilingual education; Language policy; Language ideology; Program implementation

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APA (6th Edition):

Henderson, K. I. (2015). Dual language bilingual education program implementation : teacher language ideologies and local language policy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30925

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):

Henderson, Kathryn Isabel. “Dual language bilingual education program implementation : teacher language ideologies and local language policy.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/30925.

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

MLA Handbook (7th Edition):

Henderson, Kathryn Isabel. “Dual language bilingual education program implementation : teacher language ideologies and local language policy.” 2015. Web. 19 Feb 2019.

Vancouver:

Henderson KI. Dual language bilingual education program implementation : teacher language ideologies and local language policy. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/30925.

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

Council of Science Editors:

Henderson KI. Dual language bilingual education program implementation : teacher language ideologies and local language policy. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/30925

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


University of Texas – Austin

11. -8730-416X. Performing the advocate bilingual teacher : drama-based interventions for future story-making.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 This doctoral project focuses on exploring how critical drama-based pedagogical techniques in the development of future bilingual teachers can prepare them to become leaders and… (more)

Subjects/Keywords: Bilingual education; Pre-service teacher education; Advocacy; Translanguaging; Drama-based pedagogy; Critical pedagogy discourse analysis; Performance ethnography; Participatory action research

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

APA (6th Edition):

-8730-416X. (2016). Performing the advocate bilingual teacher : drama-based interventions for future story-making. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/38740

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

Chicago Manual of Style (16th Edition):

-8730-416X. “Performing the advocate bilingual teacher : drama-based interventions for future story-making.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/38740.

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

MLA Handbook (7th Edition):

-8730-416X. “Performing the advocate bilingual teacher : drama-based interventions for future story-making.” 2016. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8730-416X. Performing the advocate bilingual teacher : drama-based interventions for future story-making. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/38740.

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

Council of Science Editors:

-8730-416X. Performing the advocate bilingual teacher : drama-based interventions for future story-making. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/38740

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


University of Texas – Austin

12. Wu, Hsu-Pai. Teachers’ perspectives on Chinese culture integration and culturally relevant pedagogy in teaching Chinese as a heritage language : a multiple-case study.

Degree: Curriculum and Instruction, 2011, University of Texas – Austin

 This multiple-case study investigated six teachers’ perspectives on their teaching practices and cultural integration in a Chinese heritage language school. This research also explored how… (more)

Subjects/Keywords: Heritage language education; Chinese language education; Chinese language – Study and teaching; Language and culture; Culturally relevant pedagogy; Cultural education; Chinese culture; Chinese cultural education; Chinese American education

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APA (6th Edition):

Wu, H. (2011). Teachers’ perspectives on Chinese culture integration and culturally relevant pedagogy in teaching Chinese as a heritage language : a multiple-case study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2755

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, Hsu-Pai. “Teachers’ perspectives on Chinese culture integration and culturally relevant pedagogy in teaching Chinese as a heritage language : a multiple-case study.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2755.

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

MLA Handbook (7th Edition):

Wu, Hsu-Pai. “Teachers’ perspectives on Chinese culture integration and culturally relevant pedagogy in teaching Chinese as a heritage language : a multiple-case study.” 2011. Web. 19 Feb 2019.

Vancouver:

Wu H. Teachers’ perspectives on Chinese culture integration and culturally relevant pedagogy in teaching Chinese as a heritage language : a multiple-case study. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2755.

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

Council of Science Editors:

Wu H. Teachers’ perspectives on Chinese culture integration and culturally relevant pedagogy in teaching Chinese as a heritage language : a multiple-case study. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2755

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


University of Texas – Austin

13. -8037-6320. Power and caring embodied through bilingual preservice teachers' choice of participant structures.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 Power and Caring Embodied through Bilingual Preservice Teachers’ Choice of Participant Structures is a qualitative multicase study about the ways in which three Mexican-origin preservice… (more)

Subjects/Keywords: Bilingual education; Bilingual preservice teachers; Preservice teachers; Participant structures; Authentic care; Supervisory conferences; Reflective conferences; Facilitating; Student teaching; Classroom management; Life histories; Teaching philosophy; Mentor teacher

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

APA (6th Edition):

-8037-6320. (2016). Power and caring embodied through bilingual preservice teachers' choice of participant structures. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39568

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

Chicago Manual of Style (16th Edition):

-8037-6320. “Power and caring embodied through bilingual preservice teachers' choice of participant structures.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/39568.

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

MLA Handbook (7th Edition):

-8037-6320. “Power and caring embodied through bilingual preservice teachers' choice of participant structures.” 2016. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8037-6320. Power and caring embodied through bilingual preservice teachers' choice of participant structures. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/39568.

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

Council of Science Editors:

-8037-6320. Power and caring embodied through bilingual preservice teachers' choice of participant structures. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39568

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


University of Texas – Austin

14. Choi, Eunjeong. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 This dissertation is a report of an investigation of intercultural communication and learning in online tandem exchanges between two groups of foreign language learners: college… (more)

Subjects/Keywords: Telecollaboration; Intercultural communication; Computer-mediated communication; Dyadic relationship; Perceptions of experiences; Language functions; Stancetaking; Peer feedback exchange; Discourse analysis; EFL learners; Learners of Korean as a heritage language

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APA (6th Edition):

Choi, E. (2016). Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39248

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, Eunjeong. “Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/39248.

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

MLA Handbook (7th Edition):

Choi, Eunjeong. “Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.” 2016. Web. 19 Feb 2019.

Vancouver:

Choi E. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/39248.

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

Council of Science Editors:

Choi E. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39248

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


University of Texas – Austin

15. Mateus, Suzanne García. “She was born speaking English and Spanish!” co-constructing identities and exploring children’s bilingual language practices in a two-way immersion program in central Texas.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 This ethnographic and longitudinal study examined how the language practices of emergent bilingual students in a two-way immersion classroom, dual language (TWDL) program contributed to… (more)

Subjects/Keywords: Bilingual education; Dual language immersion; Heritage speakers of Spanish

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APA (6th Edition):

Mateus, S. G. (2016). “She was born speaking English and Spanish!” co-constructing identities and exploring children’s bilingual language practices in a two-way immersion program in central Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39754

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):

Mateus, Suzanne García. ““She was born speaking English and Spanish!” co-constructing identities and exploring children’s bilingual language practices in a two-way immersion program in central Texas.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/39754.

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

MLA Handbook (7th Edition):

Mateus, Suzanne García. ““She was born speaking English and Spanish!” co-constructing identities and exploring children’s bilingual language practices in a two-way immersion program in central Texas.” 2016. Web. 19 Feb 2019.

Vancouver:

Mateus SG. “She was born speaking English and Spanish!” co-constructing identities and exploring children’s bilingual language practices in a two-way immersion program in central Texas. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/39754.

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

Council of Science Editors:

Mateus SG. “She was born speaking English and Spanish!” co-constructing identities and exploring children’s bilingual language practices in a two-way immersion program in central Texas. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39754

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


University of Texas – Austin

16. -8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.

Degree: Curriculum and Instruction, 2017, University of Texas – Austin

 This multiple case study examined classroom discipline in the context of teachers’ understandings of power, their interactions and relationships with students, and their decision-making about… (more)

Subjects/Keywords: School discipline; Discipline gap; Urban education; School-to-prison pipeline; Student-teacher relationships; Intersectionality; Culturally relevant pedagogy

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APA (6th Edition):

-8009-6070. (2017). Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60448

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

Chicago Manual of Style (16th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/60448.

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

MLA Handbook (7th Edition):

-8009-6070. “Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap.” 2017. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/60448.

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

Council of Science Editors:

-8009-6070. Shaping classrooms, placing students : contextual and intersectional factors in the discipline gap. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60448

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


University of Texas – Austin

17. -2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.

Degree: Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of this research is to show ways in which a bilingual teacher and emergent bilinguals interact and engage with multimodal texts in the… (more)

Subjects/Keywords: Biliteracy; Multiliteracies; Bilingual education; Multimodal; Translanguaging

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APA (6th Edition):

-2694-833X. (2017). Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62994

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

Chicago Manual of Style (16th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/62994.

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

MLA Handbook (7th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/62994.

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

Council of Science Editors:

-2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62994

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


University of Texas – Austin

18. -8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.

Degree: Foreign Language Education, 2018, University of Texas – Austin

 This study examines an asynchronous online intercultural exchange between Hindi language learners (the HLLs) in the United States and English language learners (the ELLs) in… (more)

Subjects/Keywords: Language education; Intercultural communication; Discourse analysis; Activity theory; Internet-mediated communication

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APA (6th Edition):

-8675-4660. (2018). Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63373

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

Chicago Manual of Style (16th Edition):

-8675-4660. “Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/63373.

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

MLA Handbook (7th Edition):

-8675-4660. “Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.” 2018. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/63373.

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

Council of Science Editors:

-8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63373

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


University of Texas – Austin

19. Zúñiga, Christian Ellen. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.

Degree: Curriculum and Instruction, 2015, University of Texas – Austin

 This study examines how three heritage bilingual teachers from the Texas U.S.-Mexico border articulate their understanding of bilingualism and how they embody those understandings in… (more)

Subjects/Keywords: Language ideology; Language policy; Teacher as policymaker; Bilingual education

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

APA (6th Edition):

Zúñiga, C. E. (2015). Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31386

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):

Zúñiga, Christian Ellen. “Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/31386.

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

MLA Handbook (7th Edition):

Zúñiga, Christian Ellen. “Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.” 2015. Web. 19 Feb 2019.

Vancouver:

Zúñiga CE. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/31386.

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

Council of Science Editors:

Zúñiga CE. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31386

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

20. Godinez Ruiz, Dolores Elizabeth. Latino children of immigrants : identity formation at the intersection of residency status.

Degree: Curriculum and Instruction, 2013, University of Texas – Austin

 This qualitative study addresses the interrelation of residency status, ethnic identity formation and schooling among young children of immigrants from Mexico and Central America in… (more)

Subjects/Keywords: Immigrants; Children of immigrants; Undocumented; Legal status; Mexico; Central America; Documented status

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APA (6th Edition):

Godinez Ruiz, D. E. (2013). Latino children of immigrants : identity formation at the intersection of residency status. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23102

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):

Godinez Ruiz, Dolores Elizabeth. “Latino children of immigrants : identity formation at the intersection of residency status.” 2013. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/23102.

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

MLA Handbook (7th Edition):

Godinez Ruiz, Dolores Elizabeth. “Latino children of immigrants : identity formation at the intersection of residency status.” 2013. Web. 19 Feb 2019.

Vancouver:

Godinez Ruiz DE. Latino children of immigrants : identity formation at the intersection of residency status. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/23102.

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

Council of Science Editors:

Godinez Ruiz DE. Latino children of immigrants : identity formation at the intersection of residency status. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/23102

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

21. De Leon, Rebecca Casas. Colorín colorado este cuento no se ha acabado : modernized folklore Latino style.

Degree: Curriculum and Instruction, 2012, University of Texas – Austin

 This is a children’s literature review of recent Latino folklore. Three theoretical perspectives create the framework of this analysis: Funds of Knowledge (Moll, 1990), Reader… (more)

Subjects/Keywords: Latino; Folklore

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APA (6th Edition):

De Leon, R. C. (2012). Colorín colorado este cuento no se ha acabado : modernized folklore Latino style. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5249

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):

De Leon, Rebecca Casas. “Colorín colorado este cuento no se ha acabado : modernized folklore Latino style.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5249.

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

MLA Handbook (7th Edition):

De Leon, Rebecca Casas. “Colorín colorado este cuento no se ha acabado : modernized folklore Latino style.” 2012. Web. 19 Feb 2019.

Vancouver:

De Leon RC. Colorín colorado este cuento no se ha acabado : modernized folklore Latino style. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5249.

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

Council of Science Editors:

De Leon RC. Colorín colorado este cuento no se ha acabado : modernized folklore Latino style. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5249

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

22. Slade, William Staughan. Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 Two-Way Immersion (TWI) programs offer settings and goals that foster multilingual and multicultural communities; however, communities are complex and fluid, and have aspects that may… (more)

Subjects/Keywords: Dual language education; TWI; Two-way immersion; Bilingualism; Figured worlds; Community of practice; Elementary education; Bilingual students; English language learners; Spanish language learners

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APA (6th Edition):

Slade, W. S. (2011). Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3689

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):

Slade, William Staughan. “Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3689.

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

MLA Handbook (7th Edition):

Slade, William Staughan. “Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study.” 2011. Web. 19 Feb 2019.

Vancouver:

Slade WS. Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3689.

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

Council of Science Editors:

Slade WS. Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3689

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

23. Kusey, Crystal Lyn. Same-turn self-repair practices in peer-peer L2 conversational dyads.

Degree: Foreign Language Education, 2016, University of Texas – Austin

 This dissertation presents microanalyses of same-turn self-initiated self-repair practices employed by 17 advanced-level English language learners as they engaged in a naturally occurring conversation task… (more)

Subjects/Keywords: Self-repair; Conversation analysis; L2 conversation

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APA (6th Edition):

Kusey, C. L. (2016). Same-turn self-repair practices in peer-peer L2 conversational dyads. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43924

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):

Kusey, Crystal Lyn. “Same-turn self-repair practices in peer-peer L2 conversational dyads.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/43924.

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

MLA Handbook (7th Edition):

Kusey, Crystal Lyn. “Same-turn self-repair practices in peer-peer L2 conversational dyads.” 2016. Web. 19 Feb 2019.

Vancouver:

Kusey CL. Same-turn self-repair practices in peer-peer L2 conversational dyads. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/43924.

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

Council of Science Editors:

Kusey CL. Same-turn self-repair practices in peer-peer L2 conversational dyads. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43924

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

24. Lee, Hyun Ju. A qualitative case study : an in-service pre kindergarten teacher's perceptions and teaching experience with culturally and linguistically diverse children and families.

Degree: Curriculum and Instruction, 2011, University of Texas – Austin

 This study explores a teacher’s perceptions and teaching practice with culturally and linguistically diverse children and families. A qualitative case study, it follows one in-service… (more)

Subjects/Keywords: Early childhood education; Multicultural education; Teacher education

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APA (6th Edition):

Lee, H. J. (2011). A qualitative case study : an in-service pre kindergarten teacher's perceptions and teaching experience with culturally and linguistically diverse children and families. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2741

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, Hyun Ju. “A qualitative case study : an in-service pre kindergarten teacher's perceptions and teaching experience with culturally and linguistically diverse children and families.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2741.

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

MLA Handbook (7th Edition):

Lee, Hyun Ju. “A qualitative case study : an in-service pre kindergarten teacher's perceptions and teaching experience with culturally and linguistically diverse children and families.” 2011. Web. 19 Feb 2019.

Vancouver:

Lee HJ. A qualitative case study : an in-service pre kindergarten teacher's perceptions and teaching experience with culturally and linguistically diverse children and families. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2741.

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

Council of Science Editors:

Lee HJ. A qualitative case study : an in-service pre kindergarten teacher's perceptions and teaching experience with culturally and linguistically diverse children and families. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2741

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

25. Chun, Sun Young, 1976-. Situating Korean EFL teacher education in a CMC environment : online exchanges between preservice English teachers and elementary school students.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 The purpose of this study was to gain insight into the characteristics of student-teacher interactions between Korean EFL preservice teachers and elementary school students during… (more)

Subjects/Keywords: Preservice teachers; Teacher education; CMC

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

APA (6th Edition):

Chun, Sun Young, 1. (2011). Situating Korean EFL teacher education in a CMC environment : online exchanges between preservice English teachers and elementary school students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4581

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):

Chun, Sun Young, 1976-. “Situating Korean EFL teacher education in a CMC environment : online exchanges between preservice English teachers and elementary school students.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4581.

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

MLA Handbook (7th Edition):

Chun, Sun Young, 1976-. “Situating Korean EFL teacher education in a CMC environment : online exchanges between preservice English teachers and elementary school students.” 2011. Web. 19 Feb 2019.

Vancouver:

Chun, Sun Young 1. Situating Korean EFL teacher education in a CMC environment : online exchanges between preservice English teachers and elementary school students. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4581.

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

Council of Science Editors:

Chun, Sun Young 1. Situating Korean EFL teacher education in a CMC environment : online exchanges between preservice English teachers and elementary school students. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4581

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

.