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You searched for subject:( Additional language). Showing records 1 – 30 of 105 total matches.

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Stockholm University

1. Gevorkian, Maria. The Impact of Different Proficiency Levels of Swedish as L2 on Vocabulary Acquisition of English as L3 : Cross-linguistic influences between Swedish as L2 and English as 3 at Upper-Secondary School.

Degree: Language Education, 2012, Stockholm University

  The fact that English is not only a widespread foreign language,a recognized lingua franca in Sweden but even one of the major subjects at… (more)

Subjects/Keywords: Additional Language Acquisition

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

APA (6th Edition):

Gevorkian, M. (2012). The Impact of Different Proficiency Levels of Swedish as L2 on Vocabulary Acquisition of English as L3 : Cross-linguistic influences between Swedish as L2 and English as 3 at Upper-Secondary School. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-73719

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):

Gevorkian, Maria. “The Impact of Different Proficiency Levels of Swedish as L2 on Vocabulary Acquisition of English as L3 : Cross-linguistic influences between Swedish as L2 and English as 3 at Upper-Secondary School.” 2012. Thesis, Stockholm University. Accessed December 06, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-73719.

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

MLA Handbook (7th Edition):

Gevorkian, Maria. “The Impact of Different Proficiency Levels of Swedish as L2 on Vocabulary Acquisition of English as L3 : Cross-linguistic influences between Swedish as L2 and English as 3 at Upper-Secondary School.” 2012. Web. 06 Dec 2019.

Vancouver:

Gevorkian M. The Impact of Different Proficiency Levels of Swedish as L2 on Vocabulary Acquisition of English as L3 : Cross-linguistic influences between Swedish as L2 and English as 3 at Upper-Secondary School. [Internet] [Thesis]. Stockholm University; 2012. [cited 2019 Dec 06]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-73719.

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

Council of Science Editors:

Gevorkian M. The Impact of Different Proficiency Levels of Swedish as L2 on Vocabulary Acquisition of English as L3 : Cross-linguistic influences between Swedish as L2 and English as 3 at Upper-Secondary School. [Thesis]. Stockholm University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-73719

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


University of Pretoria

2. Peyper, T.J. (Tamrynne Jean). A study of perceived classroom language proficiency of pre-service teachers.

Degree: MEd, Social Studies Education, 2014, University of Pretoria

 In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction… (more)

Subjects/Keywords: Classroom English; English additional language (EAL); English home language; Language proficiency; Mentor teacher; UCTD

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APA (6th Edition):

Peyper, T. J. (. (2014). A study of perceived classroom language proficiency of pre-service teachers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43222

Chicago Manual of Style (16th Edition):

Peyper, T J (Tamrynne. “A study of perceived classroom language proficiency of pre-service teachers.” 2014. Masters Thesis, University of Pretoria. Accessed December 06, 2019. http://hdl.handle.net/2263/43222.

MLA Handbook (7th Edition):

Peyper, T J (Tamrynne. “A study of perceived classroom language proficiency of pre-service teachers.” 2014. Web. 06 Dec 2019.

Vancouver:

Peyper TJ(. A study of perceived classroom language proficiency of pre-service teachers. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/2263/43222.

Council of Science Editors:

Peyper TJ(. A study of perceived classroom language proficiency of pre-service teachers. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43222


University of Limerick

3. Garrard, Doireann. A case study to evaluate the effectiveness of digital storytelling as a narrative writing tool.

Degree: Education and Professional Studies, 2011, University of Limerick

non-peer-reviewed

This study aims to evaluate the effectiveness of digital storytelling as a narrative writing tool. The case study was conducted with a sixth class… (more)

Subjects/Keywords: digital storytelling; I.C.T; special needs; English as an additional language

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APA (6th Edition):

Garrard, D. (2011). A case study to evaluate the effectiveness of digital storytelling as a narrative writing tool. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/1818

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):

Garrard, Doireann. “A case study to evaluate the effectiveness of digital storytelling as a narrative writing tool.” 2011. Thesis, University of Limerick. Accessed December 06, 2019. http://hdl.handle.net/10344/1818.

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

MLA Handbook (7th Edition):

Garrard, Doireann. “A case study to evaluate the effectiveness of digital storytelling as a narrative writing tool.” 2011. Web. 06 Dec 2019.

Vancouver:

Garrard D. A case study to evaluate the effectiveness of digital storytelling as a narrative writing tool. [Internet] [Thesis]. University of Limerick; 2011. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10344/1818.

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

Council of Science Editors:

Garrard D. A case study to evaluate the effectiveness of digital storytelling as a narrative writing tool. [Thesis]. University of Limerick; 2011. Available from: http://hdl.handle.net/10344/1818

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


University of Edinburgh

4. Foley, Yvonne. Exploring teachers' beliefs about the reading literacy needs of EAL pupils.

Degree: PhD, 2013, University of Edinburgh

 Across international boundaries, linguistic and cultural diversity among pupils present teachers with pedagogic challenges. Research on teachers’ perceptions (e.g. Pajares, 1992; Woods, 1996; Farrell, 2005)… (more)

Subjects/Keywords: EAL; English as an additional language; teachers’ beliefs; reading; literacy

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APA (6th Edition):

Foley, Y. (2013). Exploring teachers' beliefs about the reading literacy needs of EAL pupils. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/7929

Chicago Manual of Style (16th Edition):

Foley, Yvonne. “Exploring teachers' beliefs about the reading literacy needs of EAL pupils.” 2013. Doctoral Dissertation, University of Edinburgh. Accessed December 06, 2019. http://hdl.handle.net/1842/7929.

MLA Handbook (7th Edition):

Foley, Yvonne. “Exploring teachers' beliefs about the reading literacy needs of EAL pupils.” 2013. Web. 06 Dec 2019.

Vancouver:

Foley Y. Exploring teachers' beliefs about the reading literacy needs of EAL pupils. [Internet] [Doctoral dissertation]. University of Edinburgh; 2013. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1842/7929.

Council of Science Editors:

Foley Y. Exploring teachers' beliefs about the reading literacy needs of EAL pupils. [Doctoral Dissertation]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/7929


University of South Africa

5. Maswanganye, Bob. The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office .

Degree: 2010, University of South Africa

 This study reports on the investigation of the educators teaching methods at Grade 4 First Additional Language. The study focused on selected schools in Moretele… (more)

Subjects/Keywords: First additional language; Teaching methods; Teaching of FAL

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APA (6th Edition):

Maswanganye, B. (2010). The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3577

Chicago Manual of Style (16th Edition):

Maswanganye, Bob. “The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office .” 2010. Masters Thesis, University of South Africa. Accessed December 06, 2019. http://hdl.handle.net/10500/3577.

MLA Handbook (7th Edition):

Maswanganye, Bob. “The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office .” 2010. Web. 06 Dec 2019.

Vancouver:

Maswanganye B. The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10500/3577.

Council of Science Editors:

Maswanganye B. The teaching of first additional language reading in Grade 4 in selected schools in the Moretele Area project office . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3577


University of the Western Cape

6. Naketsana, Molopetsane. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .

Degree: 2019, University of the Western Cape

 South Africa is a multicultural and multilingual country, with eleven official languages which include English, Afrikaans, IsiXhosa, IsiZulu, IsiNdebele, Sesotho, Setswana, Sepedi, TshiVenda and Xitsonga.… (more)

Subjects/Keywords: Epistemological Access; First Additional Language; English; Grade 3; Foundation Phase

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APA (6th Edition):

Naketsana, M. (2019). Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6968

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):

Naketsana, Molopetsane. “Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .” 2019. Thesis, University of the Western Cape. Accessed December 06, 2019. http://hdl.handle.net/11394/6968.

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

MLA Handbook (7th Edition):

Naketsana, Molopetsane. “Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .” 2019. Web. 06 Dec 2019.

Vancouver:

Naketsana M. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/11394/6968.

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

Council of Science Editors:

Naketsana M. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6968

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


University of South Africa

7. Hlabane, Alfred Sipho. Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province .

Degree: 2014, University of South Africa

 This study investigated the effects of incorporating English language teaching in Physical Sciences education. The sample was selected from Physical Sciences Grade 10 learners in… (more)

Subjects/Keywords: Science education; Language of science; First additional language; English language; Second language; Physical sciences; Language of learning; Teaching; Medium of instruction

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

APA (6th Edition):

Hlabane, A. S. (2014). Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14275

Chicago Manual of Style (16th Edition):

Hlabane, Alfred Sipho. “Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province .” 2014. Masters Thesis, University of South Africa. Accessed December 06, 2019. http://hdl.handle.net/10500/14275.

MLA Handbook (7th Edition):

Hlabane, Alfred Sipho. “Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province .” 2014. Web. 06 Dec 2019.

Vancouver:

Hlabane AS. Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10500/14275.

Council of Science Editors:

Hlabane AS. Exploring effects of incorporating English language in secondary school science education : a case of secondary school physical sciences learners in Mpumalanga Province . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14275


University of KwaZulu-Natal

8. [No author]. An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District.

Degree: Education, 2015, University of KwaZulu-Natal

 The major objective of the study was to explore the nature of participation of English First Additional Language (EFAL) teachers in clusters, what they learn… (more)

Subjects/Keywords: Communication.; English language – Study and teaching – South Africa.; Education.; English First Additional Language (EFAL)

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APA (6th Edition):

author], [. (2015). An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/12900

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):

author], [No. “An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. ” 2015. Thesis, University of KwaZulu-Natal. Accessed December 06, 2019. http://hdl.handle.net/10413/12900.

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

MLA Handbook (7th Edition):

author], [No. “An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. ” 2015. Web. 06 Dec 2019.

Vancouver:

author] [. An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10413/12900.

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

Council of Science Editors:

author] [. An exploration of the nature of English First Additional Language (EFAL) teacher's participation in clusters and how it contributes to their professional development : a case of two clusters in the UMgungundlovu District. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/12900

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


University of Oxford

9. Smith, Sara Ashley. The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension.

Degree: PhD, 2014, University of Oxford

 Vocabulary is well acknowledged as playing a critical role in language and reading development for young children, particularly for children learning English as an Additional(more)

Subjects/Keywords: 372.652; Applied linguistics; Child language acquisition; bilingualism; English as an Additional Language

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APA (6th Edition):

Smith, S. A. (2014). The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:cf5d0b8b-c51a-41b9-a59a-2e7a176238fc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618506

Chicago Manual of Style (16th Edition):

Smith, Sara Ashley. “The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension.” 2014. Doctoral Dissertation, University of Oxford. Accessed December 06, 2019. http://ora.ox.ac.uk/objects/uuid:cf5d0b8b-c51a-41b9-a59a-2e7a176238fc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618506.

MLA Handbook (7th Edition):

Smith, Sara Ashley. “The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension.” 2014. Web. 06 Dec 2019.

Vancouver:

Smith SA. The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2019 Dec 06]. Available from: http://ora.ox.ac.uk/objects/uuid:cf5d0b8b-c51a-41b9-a59a-2e7a176238fc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618506.

Council of Science Editors:

Smith SA. The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:cf5d0b8b-c51a-41b9-a59a-2e7a176238fc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618506


Universidade do Rio Grande do Norte

10. Soares, Wilka Catarina da Silva. A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG .

Degree: 2013, Universidade do Rio Grande do Norte

 Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at… (more)

Subjects/Keywords: Aprendizagem. Inglês como língua adicional. Jogos eletrônicos; Learning. English as an additional language. Electronic games

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

APA (6th Edition):

Soares, W. C. d. S. (2013). A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16264

Chicago Manual of Style (16th Edition):

Soares, Wilka Catarina da Silva. “A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG .” 2013. Masters Thesis, Universidade do Rio Grande do Norte. Accessed December 06, 2019. http://repositorio.ufrn.br/handle/123456789/16264.

MLA Handbook (7th Edition):

Soares, Wilka Catarina da Silva. “A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG .” 2013. Web. 06 Dec 2019.

Vancouver:

Soares WCdS. A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Dec 06]. Available from: http://repositorio.ufrn.br/handle/123456789/16264.

Council of Science Editors:

Soares WCdS. A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG . [Masters Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/16264


Universidade do Rio Grande do Norte

11. Leite, Lígia de Souza. O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório .

Degree: 2013, Universidade do Rio Grande do Norte

 The aim of this study is to investigate the development of written Interlanguage in English as an Additional Language (AL) by students in the 2nd… (more)

Subjects/Keywords: Interlíngua. Bilinguismo. Inglês como língua adicional. Input; Interlanguage. Bilingualism. English as an additional language. Input

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

APA (6th Edition):

Leite, L. d. S. (2013). O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16266

Chicago Manual of Style (16th Edition):

Leite, Lígia de Souza. “O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório .” 2013. Masters Thesis, Universidade do Rio Grande do Norte. Accessed December 06, 2019. http://repositorio.ufrn.br/handle/123456789/16266.

MLA Handbook (7th Edition):

Leite, Lígia de Souza. “O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório .” 2013. Web. 06 Dec 2019.

Vancouver:

Leite LdS. O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Dec 06]. Available from: http://repositorio.ufrn.br/handle/123456789/16266.

Council of Science Editors:

Leite LdS. O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório . [Masters Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/16266


Universidade do Rio Grande do Norte

12. Soares, Wilka Catarina da Silva. A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG .

Degree: 2013, Universidade do Rio Grande do Norte

 Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at… (more)

Subjects/Keywords: Aprendizagem. Inglês como língua adicional. Jogos eletrônicos; Learning. English as an additional language. Electronic games

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Soares, W. C. d. S. (2013). A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16264

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):

Soares, Wilka Catarina da Silva. “A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG .” 2013. Thesis, Universidade do Rio Grande do Norte. Accessed December 06, 2019. http://repositorio.ufrn.br/handle/123456789/16264.

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

MLA Handbook (7th Edition):

Soares, Wilka Catarina da Silva. “A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG .” 2013. Web. 06 Dec 2019.

Vancouver:

Soares WCdS. A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Dec 06]. Available from: http://repositorio.ufrn.br/handle/123456789/16264.

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

Council of Science Editors:

Soares WCdS. A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG . [Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/16264

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


Universidade do Rio Grande do Norte

13. Leite, Lígia de Souza. O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório .

Degree: 2013, Universidade do Rio Grande do Norte

 The aim of this study is to investigate the development of written Interlanguage in English as an Additional Language (AL) by students in the 2nd… (more)

Subjects/Keywords: Interlíngua. Bilinguismo. Inglês como língua adicional. Input; Interlanguage. Bilingualism. English as an additional language. Input

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Leite, L. d. S. (2013). O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16266

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):

Leite, Lígia de Souza. “O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório .” 2013. Thesis, Universidade do Rio Grande do Norte. Accessed December 06, 2019. http://repositorio.ufrn.br/handle/123456789/16266.

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

MLA Handbook (7th Edition):

Leite, Lígia de Souza. “O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório .” 2013. Web. 06 Dec 2019.

Vancouver:

Leite LdS. O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Dec 06]. Available from: http://repositorio.ufrn.br/handle/123456789/16266.

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

Council of Science Editors:

Leite LdS. O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório . [Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/16266

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


University of Cincinnati

14. Ostrowski, Mark G. Cochlear Implants and Language Outcomes in Children with Symptomatic CMV.

Degree: MA, Allied Health Sciences : Speech-Language Pathology, 2009, University of Cincinnati

 Before and after the decision to implant a child, caretakers and professionals need the guidance of data that document the potential effects cytomegalovirus (CMV) may… (more)

Subjects/Keywords: Audiology; Health Care; Language Arts; Speech Therapy; Cochlear Implants and additional disabilities

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APA (6th Edition):

Ostrowski, M. G. (2009). Cochlear Implants and Language Outcomes in Children with Symptomatic CMV. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242951563

Chicago Manual of Style (16th Edition):

Ostrowski, Mark G. “Cochlear Implants and Language Outcomes in Children with Symptomatic CMV.” 2009. Masters Thesis, University of Cincinnati. Accessed December 06, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242951563.

MLA Handbook (7th Edition):

Ostrowski, Mark G. “Cochlear Implants and Language Outcomes in Children with Symptomatic CMV.” 2009. Web. 06 Dec 2019.

Vancouver:

Ostrowski MG. Cochlear Implants and Language Outcomes in Children with Symptomatic CMV. [Internet] [Masters thesis]. University of Cincinnati; 2009. [cited 2019 Dec 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242951563.

Council of Science Editors:

Ostrowski MG. Cochlear Implants and Language Outcomes in Children with Symptomatic CMV. [Masters Thesis]. University of Cincinnati; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242951563


University of Pretoria

15. [No author]. The iconicity of picture communication symbols for children with English additional language and intellectual disabilities .

Degree: 2012, University of Pretoria

 Augmentative and alternative communication (AAC) provides many individuals who have little or no functional speech with a means to enter the world of communication. Aided… (more)

Subjects/Keywords: Intellectual disabilities; English additional language; Augmentative and alternative communication; Picture communication symbols; Iconicity; UCTD

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

APA (6th Edition):

author], [. (2012). The iconicity of picture communication symbols for children with English additional language and intellectual disabilities . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07152012-185754/

Chicago Manual of Style (16th Edition):

author], [No. “The iconicity of picture communication symbols for children with English additional language and intellectual disabilities .” 2012. Masters Thesis, University of Pretoria. Accessed December 06, 2019. http://upetd.up.ac.za/thesis/available/etd-07152012-185754/.

MLA Handbook (7th Edition):

author], [No. “The iconicity of picture communication symbols for children with English additional language and intellectual disabilities .” 2012. Web. 06 Dec 2019.

Vancouver:

author] [. The iconicity of picture communication symbols for children with English additional language and intellectual disabilities . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Dec 06]. Available from: http://upetd.up.ac.za/thesis/available/etd-07152012-185754/.

Council of Science Editors:

author] [. The iconicity of picture communication symbols for children with English additional language and intellectual disabilities . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-07152012-185754/


University of Saskatchewan

16. Roberts, Cari L. School and family literacy learning : experiences of children in two immigrant families.

Degree: 2010, University of Saskatchewan

 The focus of this study was to describe children’s literacy learning in multicultural home and school contexts and identify and explore the intersection between the… (more)

Subjects/Keywords: pluralistic understandings of literacy; English additional language learning; situated literacy; family literacy

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APA (6th Edition):

Roberts, C. L. (2010). School and family literacy learning : experiences of children in two immigrant families. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-05242010-195744

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):

Roberts, Cari L. “School and family literacy learning : experiences of children in two immigrant families.” 2010. Thesis, University of Saskatchewan. Accessed December 06, 2019. http://hdl.handle.net/10388/etd-05242010-195744.

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

MLA Handbook (7th Edition):

Roberts, Cari L. “School and family literacy learning : experiences of children in two immigrant families.” 2010. Web. 06 Dec 2019.

Vancouver:

Roberts CL. School and family literacy learning : experiences of children in two immigrant families. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10388/etd-05242010-195744.

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

Council of Science Editors:

Roberts CL. School and family literacy learning : experiences of children in two immigrant families. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-05242010-195744

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


North-West University

17. Reyneke, Elizabeth Maryna. A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke .

Degree: 2008, North-West University

 When Outcomes-Based Education (OBE) reached the Further Education and Training (FET) band in 2006, teachers were confronted for the first time with a new curriculum… (more)

Subjects/Keywords: Outcomes-based education; Outcomes-based assessment; English first additional language; FET band

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APA (6th Edition):

Reyneke, E. M. (2008). A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/1893

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):

Reyneke, Elizabeth Maryna. “A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke .” 2008. Thesis, North-West University. Accessed December 06, 2019. http://hdl.handle.net/10394/1893.

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

MLA Handbook (7th Edition):

Reyneke, Elizabeth Maryna. “A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke .” 2008. Web. 06 Dec 2019.

Vancouver:

Reyneke EM. A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke . [Internet] [Thesis]. North-West University; 2008. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10394/1893.

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

Council of Science Editors:

Reyneke EM. A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/1893

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


North-West University

18. Raoof, Fazila Banoo. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .

Degree: 2013, North-West University

 Learning and assessment are inextricably intertwined, since assessment not only measures learning, but future learning is also dependent on assessment. The purpose of this two… (more)

Subjects/Keywords: Assessment; Informal assessment; Formal assessment; Continuous assessment; Constructivism; Scaffolding; English first additional language

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

APA (6th Edition):

Raoof, F. B. (2013). The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10177

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):

Raoof, Fazila Banoo. “The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .” 2013. Thesis, North-West University. Accessed December 06, 2019. http://hdl.handle.net/10394/10177.

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

MLA Handbook (7th Edition):

Raoof, Fazila Banoo. “The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .” 2013. Web. 06 Dec 2019.

Vancouver:

Raoof FB. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . [Internet] [Thesis]. North-West University; 2013. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10394/10177.

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

Council of Science Editors:

Raoof FB. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/10177

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


University of South Africa

19. Makina, Blandina Tabitha. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .

Degree: 2011, University of South Africa

 This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by… (more)

Subjects/Keywords: Continuing professional development; Mediating learning; English first additional language; Outcomes-Based Education

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

APA (6th Edition):

Makina, B. T. (2011). Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5592

Chicago Manual of Style (16th Edition):

Makina, Blandina Tabitha. “Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .” 2011. Doctoral Dissertation, University of South Africa. Accessed December 06, 2019. http://hdl.handle.net/10500/5592.

MLA Handbook (7th Edition):

Makina, Blandina Tabitha. “Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices .” 2011. Web. 06 Dec 2019.

Vancouver:

Makina BT. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10500/5592.

Council of Science Editors:

Makina BT. Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5592


Penn State University

20. Newhouse, Ruth. VARIATION OF TEACHER AND STUDENT USE OF SPANISH WORDS IN ENGLISH VOCABULARY INSTRUCTION.

Degree: 2017, Penn State University

 This study investigates the variance of the use of Spanish words in the implementation of EL RAVE lessons. EL RAVE is a large project which… (more)

Subjects/Keywords: English as Additional Language learners; Education; Vocabulary Instruction; Spanish; English; Secondary Education

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

APA (6th Edition):

Newhouse, R. (2017). VARIATION OF TEACHER AND STUDENT USE OF SPANISH WORDS IN ENGLISH VOCABULARY INSTRUCTION. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14325ren6

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):

Newhouse, Ruth. “VARIATION OF TEACHER AND STUDENT USE OF SPANISH WORDS IN ENGLISH VOCABULARY INSTRUCTION.” 2017. Thesis, Penn State University. Accessed December 06, 2019. https://etda.libraries.psu.edu/catalog/14325ren6.

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

MLA Handbook (7th Edition):

Newhouse, Ruth. “VARIATION OF TEACHER AND STUDENT USE OF SPANISH WORDS IN ENGLISH VOCABULARY INSTRUCTION.” 2017. Web. 06 Dec 2019.

Vancouver:

Newhouse R. VARIATION OF TEACHER AND STUDENT USE OF SPANISH WORDS IN ENGLISH VOCABULARY INSTRUCTION. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Dec 06]. Available from: https://etda.libraries.psu.edu/catalog/14325ren6.

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

Council of Science Editors:

Newhouse R. VARIATION OF TEACHER AND STUDENT USE OF SPANISH WORDS IN ENGLISH VOCABULARY INSTRUCTION. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/14325ren6

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


Université du Luxembourg

21. Lambo Ouafo, Adrienne. Interaction in Luxembourgish as an Additional Language: An analysis of language learning as related to affordances among multilingual adult learners.

Degree: 2015, Université du Luxembourg

 This study examines affordances for Luxembourgish as the ‘speak-able’ and ‘use-able’ of the target language in the learning environment. Grounded in the Sociocultural theory that… (more)

Subjects/Keywords: Luxembourgish; Language affordance; Language learning; Additional language; multilingualism; Arts & humanities :: Languages & linguistics [A05]; Arts & sciences humaines :: Langues & linguistique [A05]

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APA (6th Edition):

Lambo Ouafo, A. (2015). Interaction in Luxembourgish as an Additional Language: An analysis of language learning as related to affordances among multilingual adult learners. (Doctoral Dissertation). Université du Luxembourg. Retrieved from http://orbilu.uni.lu/handle/10993/21904

Chicago Manual of Style (16th Edition):

Lambo Ouafo, Adrienne. “Interaction in Luxembourgish as an Additional Language: An analysis of language learning as related to affordances among multilingual adult learners.” 2015. Doctoral Dissertation, Université du Luxembourg. Accessed December 06, 2019. http://orbilu.uni.lu/handle/10993/21904.

MLA Handbook (7th Edition):

Lambo Ouafo, Adrienne. “Interaction in Luxembourgish as an Additional Language: An analysis of language learning as related to affordances among multilingual adult learners.” 2015. Web. 06 Dec 2019.

Vancouver:

Lambo Ouafo A. Interaction in Luxembourgish as an Additional Language: An analysis of language learning as related to affordances among multilingual adult learners. [Internet] [Doctoral dissertation]. Université du Luxembourg; 2015. [cited 2019 Dec 06]. Available from: http://orbilu.uni.lu/handle/10993/21904.

Council of Science Editors:

Lambo Ouafo A. Interaction in Luxembourgish as an Additional Language: An analysis of language learning as related to affordances among multilingual adult learners. [Doctoral Dissertation]. Université du Luxembourg; 2015. Available from: http://orbilu.uni.lu/handle/10993/21904


University of South Africa

22. McLean, Alistair Charles. Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman .

Degree: 2011, University of South Africa

 This study investigates awareness and use of communicative language teaching methodology (CLT) in a foundation programme at an institution of higher learning in the Sultanate… (more)

Subjects/Keywords: Communicative language teaching; Qualitative research; Additional language learning; General foundation programme; Native speaker; First language; Second language; Target language; Education; Non-native speaker; Language proficiency; Accreditation; Classroom observation; Teaching methodology

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APA (6th Edition):

McLean, A. C. (2011). Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4777

Chicago Manual of Style (16th Edition):

McLean, Alistair Charles. “Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman .” 2011. Masters Thesis, University of South Africa. Accessed December 06, 2019. http://hdl.handle.net/10500/4777.

MLA Handbook (7th Edition):

McLean, Alistair Charles. “Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman .” 2011. Web. 06 Dec 2019.

Vancouver:

McLean AC. Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10500/4777.

Council of Science Editors:

McLean AC. Particularity, practicality and possibility: an investigation into the awareness and use of communicative language teaching methodology in a college of higher education in Oman . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/4777


University of Colorado

23. Campbell, Jennifer L. Revitalization “Handbook”: Mapping Language Classifications, Goals, and Methodologies.

Degree: MA, Linguistics, 2013, University of Colorado

  According to Cowell (2012), the language revitalization literature and speech communities' efforts have been characterized by three major swings over the past fifty years:… (more)

Subjects/Keywords: Additional Language Teaching Methodologies; Endangered Langauges; Langauge Revitalization; Language Planning; Usage-based linguistic domains; Linguistics; Teacher Education and Professional Development

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APA (6th Edition):

Campbell, J. L. (2013). Revitalization “Handbook”: Mapping Language Classifications, Goals, and Methodologies. (Masters Thesis). University of Colorado. Retrieved from http://scholar.colorado.edu/ling_gradetds/24

Chicago Manual of Style (16th Edition):

Campbell, Jennifer L. “Revitalization “Handbook”: Mapping Language Classifications, Goals, and Methodologies.” 2013. Masters Thesis, University of Colorado. Accessed December 06, 2019. http://scholar.colorado.edu/ling_gradetds/24.

MLA Handbook (7th Edition):

Campbell, Jennifer L. “Revitalization “Handbook”: Mapping Language Classifications, Goals, and Methodologies.” 2013. Web. 06 Dec 2019.

Vancouver:

Campbell JL. Revitalization “Handbook”: Mapping Language Classifications, Goals, and Methodologies. [Internet] [Masters thesis]. University of Colorado; 2013. [cited 2019 Dec 06]. Available from: http://scholar.colorado.edu/ling_gradetds/24.

Council of Science Editors:

Campbell JL. Revitalization “Handbook”: Mapping Language Classifications, Goals, and Methodologies. [Masters Thesis]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/ling_gradetds/24


University of Pretoria

24. Omidire, Margaret Funke. Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners.

Degree: Educational Psychology, 2010, University of Pretoria

 Using static forms of assessment with learners who have an additional language (AL) as the language of learning and assessment (LoLTA), especially those that have… (more)

Subjects/Keywords: Language proficiency; Dynamic assessment; Curriculum-based dynamic assessment; Static assessment; Equity; Code switching; Mediation; Additional language; UCTD

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

APA (6th Edition):

Omidire, M. (2010). Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24267

Chicago Manual of Style (16th Edition):

Omidire, Margaret. “Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners.” 2010. Doctoral Dissertation, University of Pretoria. Accessed December 06, 2019. http://hdl.handle.net/2263/24267.

MLA Handbook (7th Edition):

Omidire, Margaret. “Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners.” 2010. Web. 06 Dec 2019.

Vancouver:

Omidire M. Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/2263/24267.

Council of Science Editors:

Omidire M. Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/24267


University of Pretoria

25. [No author]. Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners .

Degree: 2010, University of Pretoria

 Using static forms of assessment with learners who have an additional language (AL) as the language of learning and assessment (LoLTA), especially those that have… (more)

Subjects/Keywords: Language proficiency; Dynamic assessment; Curriculum-based dynamic assessment; Static assessment; Equity; Code switching; Mediation; Additional language; UCTD

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

APA (6th Edition):

author], [. (2010). Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05012010-164506/

Chicago Manual of Style (16th Edition):

author], [No. “Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners .” 2010. Doctoral Dissertation, University of Pretoria. Accessed December 06, 2019. http://upetd.up.ac.za/thesis/available/etd-05012010-164506/.

MLA Handbook (7th Edition):

author], [No. “Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners .” 2010. Web. 06 Dec 2019.

Vancouver:

author] [. Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Dec 06]. Available from: http://upetd.up.ac.za/thesis/available/etd-05012010-164506/.

Council of Science Editors:

author] [. Investigating dynamic assessment as a means of addressing the assessment dilemma of additional language learners . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-05012010-164506/


University of South Africa

26. Cooper, Patricia Anne. Academic vocabulary and lexical bundles in the writing of undergraduate psychology students.

Degree: 2016, University of South Africa

 This thesis investigates the relationship which both academic vocabulary and lexical bundles have to academic performance at university. While academic vocabulary is defined in terms… (more)

Subjects/Keywords: Corpus linguistics; Academic vocabulary; Lexical bundles; IELTS; Student academic writing; Longitudinal study; First language; Additional language; Academic performance; Undergraduate students; Psychology

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APA (6th Edition):

Cooper, P. A. (2016). Academic vocabulary and lexical bundles in the writing of undergraduate psychology students. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22608

Chicago Manual of Style (16th Edition):

Cooper, Patricia Anne. “Academic vocabulary and lexical bundles in the writing of undergraduate psychology students.” 2016. Doctoral Dissertation, University of South Africa. Accessed December 06, 2019. http://hdl.handle.net/10500/22608.

MLA Handbook (7th Edition):

Cooper, Patricia Anne. “Academic vocabulary and lexical bundles in the writing of undergraduate psychology students.” 2016. Web. 06 Dec 2019.

Vancouver:

Cooper PA. Academic vocabulary and lexical bundles in the writing of undergraduate psychology students. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10500/22608.

Council of Science Editors:

Cooper PA. Academic vocabulary and lexical bundles in the writing of undergraduate psychology students. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22608


University of South Africa

27. Niyibizi, Epimaque. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .

Degree: 2010, University of South Africa

 This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is implemented in Kigali City’s nursery and primary schools in terms… (more)

Subjects/Keywords: Language policy; Mother tongue; Bilingualism; Medium of instruction; Cognitive Academic Language Proficiency; Additional languages; Basic Interpersonal Communicative Skills; Trilingualism; Multilingualism; Rwanda

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

APA (6th Edition):

Niyibizi, E. (2010). An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3720

Chicago Manual of Style (16th Edition):

Niyibizi, Epimaque. “An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .” 2010. Masters Thesis, University of South Africa. Accessed December 06, 2019. http://hdl.handle.net/10500/3720.

MLA Handbook (7th Edition):

Niyibizi, Epimaque. “An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .” 2010. Web. 06 Dec 2019.

Vancouver:

Niyibizi E. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10500/3720.

Council of Science Editors:

Niyibizi E. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3720


University of Pretoria

28. Swanepoel, Nadia. Teaching English reading comprehension to Grade 2 First Additional Language learners.

Degree: MEd, Early Childhood Education, 2016, University of Pretoria

 Die leesbegrip van Engels is 'n wêreldwye uitdaging. Hierdie studie het ondersoek hoe Graad 2-onderwysers onderrig in leesbegrip in Engels aan leerders van Engels as… (more)

Subjects/Keywords: UCTD; English as first additional language (EFAL); Home language (HL); Zone of proximal development (ZPD); Reading comprehension

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

APA (6th Edition):

Swanepoel, N. (2016). Teaching English reading comprehension to Grade 2 First Additional Language learners. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60983

Chicago Manual of Style (16th Edition):

Swanepoel, Nadia. “Teaching English reading comprehension to Grade 2 First Additional Language learners.” 2016. Masters Thesis, University of Pretoria. Accessed December 06, 2019. http://hdl.handle.net/2263/60983.

MLA Handbook (7th Edition):

Swanepoel, Nadia. “Teaching English reading comprehension to Grade 2 First Additional Language learners.” 2016. Web. 06 Dec 2019.

Vancouver:

Swanepoel N. Teaching English reading comprehension to Grade 2 First Additional Language learners. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/2263/60983.

Council of Science Editors:

Swanepoel N. Teaching English reading comprehension to Grade 2 First Additional Language learners. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/60983


Halmstad University

29. Dahlin, Jenny. Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand.

Degree: Humanities and Social Science, 2015, Halmstad University

  This is a qualitative study focusing on support of English as an Additional Language provided to students in an international school in Bangkok. The… (more)

Subjects/Keywords: Language Acquisition; Second Language Acquisition; English as an Additional Language; English as an Additional Language Continuum; Humanities and the Arts; Humaniora och konst; General Language Studies and Linguistics; Jämförande språkvetenskap och allmän lingvistik

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

APA (6th Edition):

Dahlin, J. (2015). Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29473

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):

Dahlin, Jenny. “Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand.” 2015. Thesis, Halmstad University. Accessed December 06, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29473.

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

MLA Handbook (7th Edition):

Dahlin, Jenny. “Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand.” 2015. Web. 06 Dec 2019.

Vancouver:

Dahlin J. Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand. [Internet] [Thesis]. Halmstad University; 2015. [cited 2019 Dec 06]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29473.

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

Council of Science Editors:

Dahlin J. Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand. [Thesis]. Halmstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29473

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


University of KwaZulu-Natal

30. Turner, Nolene. The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8).

Degree: 2010, University of KwaZulu-Natal

 This paper looks broadly at the situation of the Government’s Language Policy in schools and at the declining numbers of pupils opting to take isiZulu… (more)

Subjects/Keywords: Language policy – South Africa.; Zulu language – Study and teaching (Secondary) – KwaZulu-Natal.; Second language acquisition – Study and teaching (Secondary) – KwaZulu-Natal.; Durban High School.; Second language teaching.; First additional language.

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

APA (6th Edition):

Turner, N. (2010). The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8). (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9373

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):

Turner, Nolene. “The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8).” 2010. Thesis, University of KwaZulu-Natal. Accessed December 06, 2019. http://hdl.handle.net/10413/9373.

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

MLA Handbook (7th Edition):

Turner, Nolene. “The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8).” 2010. Web. 06 Dec 2019.

Vancouver:

Turner N. The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8). [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/10413/9373.

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

Council of Science Editors:

Turner N. The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8). [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/9373

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

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