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You searched for subject:( Native language AND education ). Showing records 1 – 30 of 8138 total matches.

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University of Johannesburg

1. Erasmus, Gerald Frederick. Die moedertaal as skoolvak met spesiale verwysing na Afrikaans.

Degree: 2014, University of Johannesburg

D.Ed. (Didactic Education)

The main problem regarding the teaching of Afrikaans First Language was pinpointed as being a largely unscientific realisation of the particular subject(more)

Subjects/Keywords: Native language; Native language and education; Afrikaans language - Study and teaching

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APA (6th Edition):

Erasmus, G. F. (2014). Die moedertaal as skoolvak met spesiale verwysing na Afrikaans. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11853

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):

Erasmus, Gerald Frederick. “Die moedertaal as skoolvak met spesiale verwysing na Afrikaans.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2020. http://hdl.handle.net/10210/11853.

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

MLA Handbook (7th Edition):

Erasmus, Gerald Frederick. “Die moedertaal as skoolvak met spesiale verwysing na Afrikaans.” 2014. Web. 22 Jan 2020.

Vancouver:

Erasmus GF. Die moedertaal as skoolvak met spesiale verwysing na Afrikaans. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10210/11853.

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

Council of Science Editors:

Erasmus GF. Die moedertaal as skoolvak met spesiale verwysing na Afrikaans. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11853

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


University of Zambia

2. Mwila, Magdalene. Teaching local languages: A contributory factor to the promotion or demotion of Zambian cultures in selected schools of Kitwe District, Zambia .

Degree: 2016, University of Zambia

 The study revisited the post-independence reason for the need to use local languages in schools. One of the prominent reasons cited was a cultural one… (more)

Subjects/Keywords: Zambia-Culture; Native language and education-Zambia

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APA (6th Edition):

Mwila, M. (2016). Teaching local languages: A contributory factor to the promotion or demotion of Zambian cultures in selected schools of Kitwe District, Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4921

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):

Mwila, Magdalene. “Teaching local languages: A contributory factor to the promotion or demotion of Zambian cultures in selected schools of Kitwe District, Zambia .” 2016. Thesis, University of Zambia. Accessed January 22, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/4921.

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

MLA Handbook (7th Edition):

Mwila, Magdalene. “Teaching local languages: A contributory factor to the promotion or demotion of Zambian cultures in selected schools of Kitwe District, Zambia .” 2016. Web. 22 Jan 2020.

Vancouver:

Mwila M. Teaching local languages: A contributory factor to the promotion or demotion of Zambian cultures in selected schools of Kitwe District, Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2020 Jan 22]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4921.

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

Council of Science Editors:

Mwila M. Teaching local languages: A contributory factor to the promotion or demotion of Zambian cultures in selected schools of Kitwe District, Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4921

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


UCLA

3. Quintero, Marlen. "Estoy Aprendiendo"; Inglés y Español: Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-Grade Spanish-English Emergent Bilingual Students.

Degree: Education, 2018, UCLA

 There are approximately 1.3 million Emergent Bilingual students (EB students) in California's public schools (CDE, 2017). The current study examines the relationship between the language(more)

Subjects/Keywords: Bilingual education; Language; Bilingual Education; Emergent Bilinguals; Native Language; Spanish

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APA (6th Edition):

Quintero, M. (2018). "Estoy Aprendiendo"; Inglés y Español: Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-Grade Spanish-English Emergent Bilingual Students. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/0xj7j20k

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):

Quintero, Marlen. “"Estoy Aprendiendo"; Inglés y Español: Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-Grade Spanish-English Emergent Bilingual Students.” 2018. Thesis, UCLA. Accessed January 22, 2020. http://www.escholarship.org/uc/item/0xj7j20k.

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

MLA Handbook (7th Edition):

Quintero, Marlen. “"Estoy Aprendiendo"; Inglés y Español: Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-Grade Spanish-English Emergent Bilingual Students.” 2018. Web. 22 Jan 2020.

Vancouver:

Quintero M. "Estoy Aprendiendo"; Inglés y Español: Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-Grade Spanish-English Emergent Bilingual Students. [Internet] [Thesis]. UCLA; 2018. [cited 2020 Jan 22]. Available from: http://www.escholarship.org/uc/item/0xj7j20k.

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

Council of Science Editors:

Quintero M. "Estoy Aprendiendo"; Inglés y Español: Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-Grade Spanish-English Emergent Bilingual Students. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/0xj7j20k

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


Montana Tech

4. Oakes, Annie Thornburg. A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy.

Degree: PhD, 2014, Montana Tech

 This dissertation examines the revitalization of endangered Indigenous languages in the United States in relation to the concept of sovereignty. I investigate historical reasons for… (more)

Subjects/Keywords: boarding schools; endangered language revitalization; language sovereignty; Native American education; Native American history; sovereignty

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APA (6th Edition):

Oakes, A. T. (2014). A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4407

Chicago Manual of Style (16th Edition):

Oakes, Annie Thornburg. “A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy.” 2014. Doctoral Dissertation, Montana Tech. Accessed January 22, 2020. https://scholarworks.umt.edu/etd/4407.

MLA Handbook (7th Edition):

Oakes, Annie Thornburg. “A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy.” 2014. Web. 22 Jan 2020.

Vancouver:

Oakes AT. A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy. [Internet] [Doctoral dissertation]. Montana Tech; 2014. [cited 2020 Jan 22]. Available from: https://scholarworks.umt.edu/etd/4407.

Council of Science Editors:

Oakes AT. A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy. [Doctoral Dissertation]. Montana Tech; 2014. Available from: https://scholarworks.umt.edu/etd/4407


University of Arizona

5. Stevens, Philip Joel. Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation .

Degree: 2015, University of Arizona

 This dissertation examines the perception and uses of mathematics on the San Carlos Apache reservation. The initial research questions were: 1) To what extent can… (more)

Subjects/Keywords: Education; Language; Mathematics; Native American; Language, Reading & Culture; Apache

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APA (6th Edition):

Stevens, P. J. (2015). Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/593604

Chicago Manual of Style (16th Edition):

Stevens, Philip Joel. “Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation .” 2015. Doctoral Dissertation, University of Arizona. Accessed January 22, 2020. http://hdl.handle.net/10150/593604.

MLA Handbook (7th Edition):

Stevens, Philip Joel. “Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation .” 2015. Web. 22 Jan 2020.

Vancouver:

Stevens PJ. Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10150/593604.

Council of Science Editors:

Stevens PJ. Bidodeeloltag Neek'ahgo: Perceptions and Uses of Mathematics on the San Carlos Apache Reservation . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/593604

6. Ribeiro, Marjurie A. Teachers’ current views and accommodations about heritage language maintenance.

Degree: PhD, 2011, Ball State University

 The percentage of language and cultural minority students is increasing (Okagaki, 2006; U.S. Department of Education, 2010). This reality emphasizes the need for elementary school… (more)

Subjects/Keywords: Heritage language speakers; Native language and education; Elementary school teachers – Attitudes

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APA (6th Edition):

Ribeiro, M. A. (2011). Teachers’ current views and accommodations about heritage language maintenance. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195142

Chicago Manual of Style (16th Edition):

Ribeiro, Marjurie A. “Teachers’ current views and accommodations about heritage language maintenance.” 2011. Doctoral Dissertation, Ball State University. Accessed January 22, 2020. http://cardinalscholar.bsu.edu/handle/123456789/195142.

MLA Handbook (7th Edition):

Ribeiro, Marjurie A. “Teachers’ current views and accommodations about heritage language maintenance.” 2011. Web. 22 Jan 2020.

Vancouver:

Ribeiro MA. Teachers’ current views and accommodations about heritage language maintenance. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2020 Jan 22]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195142.

Council of Science Editors:

Ribeiro MA. Teachers’ current views and accommodations about heritage language maintenance. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195142


University of Oklahoma

7. Tribble, Jeffry. LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS.

Degree: PhD, 2014, University of Oklahoma

Native American tribes within the state of Oklahoma are faced with the loss of their heritage language at an alarming rate, much to do with… (more)

Subjects/Keywords: Interpretive Policy Analysis; Language Policy; Education Policy; Native American Language Revitalization

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APA (6th Edition):

Tribble, J. (2014). LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/13871

Chicago Manual of Style (16th Edition):

Tribble, Jeffry. “LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 22, 2020. http://hdl.handle.net/11244/13871.

MLA Handbook (7th Edition):

Tribble, Jeffry. “LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS.” 2014. Web. 22 Jan 2020.

Vancouver:

Tribble J. LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11244/13871.

Council of Science Editors:

Tribble J. LANGUAGE PRESERVATION, POLICY, AND PLANNING IN A LANGUAGE “HOT SPOT”: AN INTERPRETIVE POLICY ANALYSIS. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/13871


University of Oklahoma

8. Kickham, Elizabeth A. Purism, Prescriptivism, and Privilege: Choctaw Language Ideologies and Their Impact on Teaching and Learning.

Degree: PhD, 2015, University of Oklahoma

 Oklahoma Choctaw, a Muskogean language originally spoken in the American southeast, is currently the focus of language revitalization efforts by the Choctaw Nation of Oklahoma.… (more)

Subjects/Keywords: Language, Linguistics.; Anthropology, Cultural.; Education, Language and Literature.; Native American Studies.

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APA (6th Edition):

Kickham, E. A. (2015). Purism, Prescriptivism, and Privilege: Choctaw Language Ideologies and Their Impact on Teaching and Learning. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/23309

Chicago Manual of Style (16th Edition):

Kickham, Elizabeth A. “Purism, Prescriptivism, and Privilege: Choctaw Language Ideologies and Their Impact on Teaching and Learning.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed January 22, 2020. http://hdl.handle.net/11244/23309.

MLA Handbook (7th Edition):

Kickham, Elizabeth A. “Purism, Prescriptivism, and Privilege: Choctaw Language Ideologies and Their Impact on Teaching and Learning.” 2015. Web. 22 Jan 2020.

Vancouver:

Kickham EA. Purism, Prescriptivism, and Privilege: Choctaw Language Ideologies and Their Impact on Teaching and Learning. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11244/23309.

Council of Science Editors:

Kickham EA. Purism, Prescriptivism, and Privilege: Choctaw Language Ideologies and Their Impact on Teaching and Learning. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/23309


Rhodes University

9. Mawonga, Sisonke. Bilingual teaching practices in South African higher education : making a case for terminology planning.

Degree: Faculty of Humanities, School of Languages, 2015, Rhodes University

 When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came… (more)

Subjects/Keywords: Language and education  – South Africa; Native language and education; Language policy  – South Africa

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APA (6th Edition):

Mawonga, S. (2015). Bilingual teaching practices in South African higher education : making a case for terminology planning. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1017894

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):

Mawonga, Sisonke. “Bilingual teaching practices in South African higher education : making a case for terminology planning.” 2015. Thesis, Rhodes University. Accessed January 22, 2020. http://hdl.handle.net/10962/d1017894.

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

MLA Handbook (7th Edition):

Mawonga, Sisonke. “Bilingual teaching practices in South African higher education : making a case for terminology planning.” 2015. Web. 22 Jan 2020.

Vancouver:

Mawonga S. Bilingual teaching practices in South African higher education : making a case for terminology planning. [Internet] [Thesis]. Rhodes University; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10962/d1017894.

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

Council of Science Editors:

Mawonga S. Bilingual teaching practices in South African higher education : making a case for terminology planning. [Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1017894

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


University of Georgia

10. Thrasher, Karen Ann. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.

Degree: PhD, Educational Psychology, 2017, University of Georgia

 This is a quasi-experimental quantitative study that included 5,223 kindergarten through eighth grade student participants attending six public schools within one rural public school system… (more)

Subjects/Keywords: two-way immersion; dual language; bilingual education; achievement gap; biliteracy; native-English; native-Spanish

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APA (6th Edition):

Thrasher, K. A. (2017). Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37194

Chicago Manual of Style (16th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://hdl.handle.net/10724/37194.

MLA Handbook (7th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Web. 22 Jan 2020.

Vancouver:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10724/37194.

Council of Science Editors:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37194


University of Georgia

11. Thrasher, Karen Ann. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.

Degree: PhD, Educational Psychology, 2017, University of Georgia

 This is a quasi-experimental quantitative study that included 5,223 kindergarten through eighth grade student participants attending six public schools within one rural public school system… (more)

Subjects/Keywords: two-way immersion; dual language; bilingual education; achievement gap; biliteracy; native-English; native-Spanish

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

APA (6th Edition):

Thrasher, K. A. (2017). Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37037

Chicago Manual of Style (16th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://hdl.handle.net/10724/37037.

MLA Handbook (7th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Web. 22 Jan 2020.

Vancouver:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10724/37037.

Council of Science Editors:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37037


University of South Florida

12. De Felice, Dustin. A Phenomenological Study of Teaching Endangered Languages Online| Perspectives from Nahua and Mayan Educators.

Degree: 2013, University of South Florida

Language and culture teaching has always been a complex and challenging task. For many educators, their teaching experiences are rooted in their earlier preparation,… (more)

Subjects/Keywords: Education, Foreign Language; Education, Multilingual; Language, General; Education, Technology of; Native American Studies

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APA (6th Edition):

De Felice, D. (2013). A Phenomenological Study of Teaching Endangered Languages Online| Perspectives from Nahua and Mayan Educators. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3554412

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 Felice, Dustin. “A Phenomenological Study of Teaching Endangered Languages Online| Perspectives from Nahua and Mayan Educators.” 2013. Thesis, University of South Florida. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3554412.

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

MLA Handbook (7th Edition):

De Felice, Dustin. “A Phenomenological Study of Teaching Endangered Languages Online| Perspectives from Nahua and Mayan Educators.” 2013. Web. 22 Jan 2020.

Vancouver:

De Felice D. A Phenomenological Study of Teaching Endangered Languages Online| Perspectives from Nahua and Mayan Educators. [Internet] [Thesis]. University of South Florida; 2013. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3554412.

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

Council of Science Editors:

De Felice D. A Phenomenological Study of Teaching Endangered Languages Online| Perspectives from Nahua and Mayan Educators. [Thesis]. University of South Florida; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3554412

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


University of Arkansas

13. Park, Jessica. The Lived Experiences of Participants in the Euchee/Yuchi Language Project: A Phenomenological Study of Language Preservation.

Degree: Doctor of Education in Workforce Development Education (EdD), Workforce Development Education (EdD), 2011, University of Arkansas

Native languages are disappearing quickly in this country, but there are many programs that are underway trying to save Native languages before they are… (more)

Subjects/Keywords: Adult education; Euchee/Yuchi Language Project; Immersion; Language preservation; Language revitalization; Master-Apprentice Language Learning Program; Native American; Native Language; Indigenous Studies; Language Description and Documentation; Reading and Language

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APA (6th Edition):

Park, J. (2011). The Lived Experiences of Participants in the Euchee/Yuchi Language Project: A Phenomenological Study of Language Preservation. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/93

Chicago Manual of Style (16th Edition):

Park, Jessica. “The Lived Experiences of Participants in the Euchee/Yuchi Language Project: A Phenomenological Study of Language Preservation.” 2011. Doctoral Dissertation, University of Arkansas. Accessed January 22, 2020. https://scholarworks.uark.edu/etd/93.

MLA Handbook (7th Edition):

Park, Jessica. “The Lived Experiences of Participants in the Euchee/Yuchi Language Project: A Phenomenological Study of Language Preservation.” 2011. Web. 22 Jan 2020.

Vancouver:

Park J. The Lived Experiences of Participants in the Euchee/Yuchi Language Project: A Phenomenological Study of Language Preservation. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2020 Jan 22]. Available from: https://scholarworks.uark.edu/etd/93.

Council of Science Editors:

Park J. The Lived Experiences of Participants in the Euchee/Yuchi Language Project: A Phenomenological Study of Language Preservation. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/93


University of South Africa

14. 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 January 22, 2020. 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. 22 Jan 2020.

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 2020 Jan 22]. 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


Oregon State University

15. Nordlander, Amy Nastrom. Rhetoric versus practice : strategic language education and socialization of immigrant children in Sweden, the preschool years.

Degree: MA, Applied Anthropology, 2000, Oregon State University

 Sweden's changing demographics, due to recent migrations in the last fifty years, have affected the Swedish educational system and Sweden's language policy. Funding for special… (more)

Subjects/Keywords: Native language and education  – Sweden

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APA (6th Edition):

Nordlander, A. N. (2000). Rhetoric versus practice : strategic language education and socialization of immigrant children in Sweden, the preschool years. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/28423

Chicago Manual of Style (16th Edition):

Nordlander, Amy Nastrom. “Rhetoric versus practice : strategic language education and socialization of immigrant children in Sweden, the preschool years.” 2000. Masters Thesis, Oregon State University. Accessed January 22, 2020. http://hdl.handle.net/1957/28423.

MLA Handbook (7th Edition):

Nordlander, Amy Nastrom. “Rhetoric versus practice : strategic language education and socialization of immigrant children in Sweden, the preschool years.” 2000. Web. 22 Jan 2020.

Vancouver:

Nordlander AN. Rhetoric versus practice : strategic language education and socialization of immigrant children in Sweden, the preschool years. [Internet] [Masters thesis]. Oregon State University; 2000. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1957/28423.

Council of Science Editors:

Nordlander AN. Rhetoric versus practice : strategic language education and socialization of immigrant children in Sweden, the preschool years. [Masters Thesis]. Oregon State University; 2000. Available from: http://hdl.handle.net/1957/28423


Eastern Michigan University

16. Carvalho, Fernanda da Silva. Examining students' perspectives on the use of first language in community-based English as second language classrooms.

Degree: MA, World Languages, 2018, Eastern Michigan University

  This survey-based research investigates the perspectives on first language (L1) use by adult students of English as a second language (ESL) in three ESL… (more)

Subjects/Keywords: ESL; native language; TESOL; translanguaging; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Carvalho, F. d. S. (2018). Examining students' perspectives on the use of first language in community-based English as second language classrooms. (Masters Thesis). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/899

Chicago Manual of Style (16th Edition):

Carvalho, Fernanda da Silva. “Examining students' perspectives on the use of first language in community-based English as second language classrooms.” 2018. Masters Thesis, Eastern Michigan University. Accessed January 22, 2020. https://commons.emich.edu/theses/899.

MLA Handbook (7th Edition):

Carvalho, Fernanda da Silva. “Examining students' perspectives on the use of first language in community-based English as second language classrooms.” 2018. Web. 22 Jan 2020.

Vancouver:

Carvalho FdS. Examining students' perspectives on the use of first language in community-based English as second language classrooms. [Internet] [Masters thesis]. Eastern Michigan University; 2018. [cited 2020 Jan 22]. Available from: https://commons.emich.edu/theses/899.

Council of Science Editors:

Carvalho FdS. Examining students' perspectives on the use of first language in community-based English as second language classrooms. [Masters Thesis]. Eastern Michigan University; 2018. Available from: https://commons.emich.edu/theses/899


University of Johannesburg

17. Khosa, Martha. Mother tongue education : a case study of grade three children.

Degree: 2013, University of Johannesburg

M.Ed. (Educational Linguistics)

This study sets out to examine the use of mother tongue education in one Grade 3 classroom in the foundation phase in… (more)

Subjects/Keywords: Mother tongue education; Native language and education; Language and education; Language and languages - Study and teaching (Primary)

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

APA (6th Edition):

Khosa, M. (2013). Mother tongue education : a case study of grade three children. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8370

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):

Khosa, Martha. “Mother tongue education : a case study of grade three children.” 2013. Thesis, University of Johannesburg. Accessed January 22, 2020. http://hdl.handle.net/10210/8370.

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

MLA Handbook (7th Edition):

Khosa, Martha. “Mother tongue education : a case study of grade three children.” 2013. Web. 22 Jan 2020.

Vancouver:

Khosa M. Mother tongue education : a case study of grade three children. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10210/8370.

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

Council of Science Editors:

Khosa M. Mother tongue education : a case study of grade three children. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8370

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


Brigham Young University

18. Eaton, Rachel Marie. Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School.

Degree: MA, 2019, Brigham Young University

 This 16-week long, observational study examined the effects of Spanish peer-tutoring on first language attitudes, maintenance, and motivation among native and heritage Spanish-speaking adolescents. In… (more)

Subjects/Keywords: language attitudes; language maintenance; motivation; native speakers; heritage speakers; secondary education; Spanish

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APA (6th Edition):

Eaton, R. M. (2019). Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8490&context=etd

Chicago Manual of Style (16th Edition):

Eaton, Rachel Marie. “Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School.” 2019. Masters Thesis, Brigham Young University. Accessed January 22, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8490&context=etd.

MLA Handbook (7th Edition):

Eaton, Rachel Marie. “Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School.” 2019. Web. 22 Jan 2020.

Vancouver:

Eaton RM. Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2020 Jan 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8490&context=etd.

Council of Science Editors:

Eaton RM. Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8490&context=etd


University of Illinois – Urbana-Champaign

19. Massung, Sean Alexander. Non-native text analysis with Syntactic Diff, a general comparative text mining framework.

Degree: MS, Computer Science, 2015, University of Illinois – Urbana-Champaign

 Non-native speakers of English far outnumber native speakers; English is the main language of books, newspapers, airports, air-traffic control, international business, academic conferences, science, technology,… (more)

Subjects/Keywords: text mining; natural language processing; comparative text mining; non-native text analysis; non-native text mining; second language education; non-native English speakers

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APA (6th Edition):

Massung, S. A. (2015). Non-native text analysis with Syntactic Diff, a general comparative text mining framework. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78606

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):

Massung, Sean Alexander. “Non-native text analysis with Syntactic Diff, a general comparative text mining framework.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed January 22, 2020. http://hdl.handle.net/2142/78606.

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

MLA Handbook (7th Edition):

Massung, Sean Alexander. “Non-native text analysis with Syntactic Diff, a general comparative text mining framework.” 2015. Web. 22 Jan 2020.

Vancouver:

Massung SA. Non-native text analysis with Syntactic Diff, a general comparative text mining framework. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/2142/78606.

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

Council of Science Editors:

Massung SA. Non-native text analysis with Syntactic Diff, a general comparative text mining framework. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78606

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


UCLA

20. Chung, Ka Hye. Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts.

Degree: Applied Linguistics, 2014, UCLA

 While a growing number of second language courses are taught by both native and nonnative speaker teachers, the assumption that native speakers are inherently more… (more)

Subjects/Keywords: Foreign language instruction; Education; Language; Heritage language students; (Non)native language; Nonnative speaker teachers; Power relations; Professional identities; Teachers' self-perceptions

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APA (6th Edition):

Chung, K. H. (2014). Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7wr3j84g

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):

Chung, Ka Hye. “Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts.” 2014. Thesis, UCLA. Accessed January 22, 2020. http://www.escholarship.org/uc/item/7wr3j84g.

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

MLA Handbook (7th Edition):

Chung, Ka Hye. “Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts.” 2014. Web. 22 Jan 2020.

Vancouver:

Chung KH. Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Jan 22]. Available from: http://www.escholarship.org/uc/item/7wr3j84g.

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

Council of Science Editors:

Chung KH. Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/7wr3j84g

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


Rhodes University

21. Maalim, Haroun Ayoub. Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar.

Degree: Faculty of Humanities, School of Languages, 2015, Rhodes University

 This thesis reports on the relationship between an English-only language-ineducation policy and bilingual practices in secondary schools in Zanzibar. The focus is on language use… (more)

Subjects/Keywords: Language and education  – Zanzibar; Native language and education  – Zanzibar; Code switching (Linguistics)  – Zanzibar; Language policy  – Zanzibar

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APA (6th Edition):

Maalim, H. A. (2015). Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1017891

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):

Maalim, Haroun Ayoub. “Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar.” 2015. Thesis, Rhodes University. Accessed January 22, 2020. http://hdl.handle.net/10962/d1017891.

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

MLA Handbook (7th Edition):

Maalim, Haroun Ayoub. “Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar.” 2015. Web. 22 Jan 2020.

Vancouver:

Maalim HA. Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar. [Internet] [Thesis]. Rhodes University; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10962/d1017891.

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

Council of Science Editors:

Maalim HA. Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar. [Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1017891

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


University of KwaZulu-Natal

22. Zikhali, Thobeka Y. Teaching IsiZulu first additional language to isiZulu mother-tongue learners in former model C high schools.

Degree: 2016, University of KwaZulu-Natal

 IsiZulu is one of the dominant languages in South Africa, especially in KwaZulu- Natal. The government of South Africa made a call persuading all former… (more)

Subjects/Keywords: Zulu Language - Study and Teaching.; Model C Schools.; Native Language and Education.; Language Teachers.; Theses - Education.

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

APA (6th Edition):

Zikhali, T. Y. (2016). Teaching IsiZulu first additional language to isiZulu mother-tongue learners in former model C high schools. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15417

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):

Zikhali, Thobeka Y. “Teaching IsiZulu first additional language to isiZulu mother-tongue learners in former model C high schools.” 2016. Thesis, University of KwaZulu-Natal. Accessed January 22, 2020. http://hdl.handle.net/10413/15417.

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

MLA Handbook (7th Edition):

Zikhali, Thobeka Y. “Teaching IsiZulu first additional language to isiZulu mother-tongue learners in former model C high schools.” 2016. Web. 22 Jan 2020.

Vancouver:

Zikhali TY. Teaching IsiZulu first additional language to isiZulu mother-tongue learners in former model C high schools. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10413/15417.

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

Council of Science Editors:

Zikhali TY. Teaching IsiZulu first additional language to isiZulu mother-tongue learners in former model C high schools. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15417

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


The University of Arizona

23. Galla, Candace Kaleimamoowahinekapu. Multimedia technology and Indigenous language revitalization| Practical educational tools and applications used within Native communities.

Degree: 2010, The University of Arizona

  This dissertation reports findings from a study documenting the use of multimedia technology among Indigenous language communities to assist language learners, speakers, instructors, and… (more)

Subjects/Keywords: Education, Language and Literature; Multimedia Communications; Education, Technology of; Native American Studies

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APA (6th Edition):

Galla, C. K. (2010). Multimedia technology and Indigenous language revitalization| Practical educational tools and applications used within Native communities. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427681

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):

Galla, Candace Kaleimamoowahinekapu. “Multimedia technology and Indigenous language revitalization| Practical educational tools and applications used within Native communities.” 2010. Thesis, The University of Arizona. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3427681.

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

MLA Handbook (7th Edition):

Galla, Candace Kaleimamoowahinekapu. “Multimedia technology and Indigenous language revitalization| Practical educational tools and applications used within Native communities.” 2010. Web. 22 Jan 2020.

Vancouver:

Galla CK. Multimedia technology and Indigenous language revitalization| Practical educational tools and applications used within Native communities. [Internet] [Thesis]. The University of Arizona; 2010. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427681.

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

Council of Science Editors:

Galla CK. Multimedia technology and Indigenous language revitalization| Practical educational tools and applications used within Native communities. [Thesis]. The University of Arizona; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427681

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


University of Colorado

24. Sanders, David W. Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination.

Degree: PhD, Education, 2011, University of Colorado

  In this dissertation, I examined the impact of Indian educational self-determination on the teaching of mathematics at the local level in a Lakota community.… (more)

Subjects/Keywords: Ethnomathematics; Indian Education; Lakota Language; Native American Mathematics; Self-Determination; Education; Indigenous Studies

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APA (6th Edition):

Sanders, D. W. (2011). Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/9

Chicago Manual of Style (16th Edition):

Sanders, David W. “Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination.” 2011. Doctoral Dissertation, University of Colorado. Accessed January 22, 2020. https://scholar.colorado.edu/educ_gradetds/9.

MLA Handbook (7th Edition):

Sanders, David W. “Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination.” 2011. Web. 22 Jan 2020.

Vancouver:

Sanders DW. Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Jan 22]. Available from: https://scholar.colorado.edu/educ_gradetds/9.

Council of Science Editors:

Sanders DW. Mathematical Views within a Lakota Community: Towards a Mathematics for Tribal Self-Determination. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/9


Temple University

25. Sato, Keiko. A COMPARATIVE STUDY OF COMPLAINT SEQUENCES IN ENGLISH AND JAPANESE.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

A small but important set of studies on complaint speech acts have been focused on certain aspects of native speaker (NS) and… (more)

Subjects/Keywords: Education, Language and Literature; complaint sequences; complaint strategies; conversation analysis; native speakers of English; native speakers of Japanese; speech act

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APA (6th Edition):

Sato, K. (2010). A COMPARATIVE STUDY OF COMPLAINT SEQUENCES IN ENGLISH AND JAPANESE. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,63828

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):

Sato, Keiko. “A COMPARATIVE STUDY OF COMPLAINT SEQUENCES IN ENGLISH AND JAPANESE.” 2010. Thesis, Temple University. Accessed January 22, 2020. http://digital.library.temple.edu/u?/p245801coll10,63828.

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

MLA Handbook (7th Edition):

Sato, Keiko. “A COMPARATIVE STUDY OF COMPLAINT SEQUENCES IN ENGLISH AND JAPANESE.” 2010. Web. 22 Jan 2020.

Vancouver:

Sato K. A COMPARATIVE STUDY OF COMPLAINT SEQUENCES IN ENGLISH AND JAPANESE. [Internet] [Thesis]. Temple University; 2010. [cited 2020 Jan 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,63828.

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

Council of Science Editors:

Sato K. A COMPARATIVE STUDY OF COMPLAINT SEQUENCES IN ENGLISH AND JAPANESE. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,63828

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

26. Burns, Thomas. An Investigation of Native and Non-Native Chinese Language Teachers and Their Pedagogical Advantages.

Degree: 2014, University of Massachusetts

  The motivation for this thesis stems from my own personal decade long struggle learning Mandarin Chinese. The inherent difficulty of mastering this intricate language(more)

Subjects/Keywords: chinese; teachers; native; non-native; mandarin; pedagogy; language; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Methods

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APA (6th Edition):

Burns, T. (2014). An Investigation of Native and Non-Native Chinese Language Teachers and Their Pedagogical Advantages. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/masters_theses_2/76

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):

Burns, Thomas. “An Investigation of Native and Non-Native Chinese Language Teachers and Their Pedagogical Advantages.” 2014. Thesis, University of Massachusetts. Accessed January 22, 2020. https://scholarworks.umass.edu/masters_theses_2/76.

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

MLA Handbook (7th Edition):

Burns, Thomas. “An Investigation of Native and Non-Native Chinese Language Teachers and Their Pedagogical Advantages.” 2014. Web. 22 Jan 2020.

Vancouver:

Burns T. An Investigation of Native and Non-Native Chinese Language Teachers and Their Pedagogical Advantages. [Internet] [Thesis]. University of Massachusetts; 2014. [cited 2020 Jan 22]. Available from: https://scholarworks.umass.edu/masters_theses_2/76.

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

Council of Science Editors:

Burns T. An Investigation of Native and Non-Native Chinese Language Teachers and Their Pedagogical Advantages. [Thesis]. University of Massachusetts; 2014. Available from: https://scholarworks.umass.edu/masters_theses_2/76

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


University of Johannesburg

27. Van Zyl, Renette. 'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg.

Degree: 2009, University of Johannesburg

D.Litt. et Phil.

The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the… (more)

Subjects/Keywords: Language and education; Native language and education; Sociolinguistics; Historical linguistics; Language arts; Multilingualism; Language and culture; Afrikaans language usage; English language usage

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APA (6th Edition):

Van Zyl, R. (2009). 'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/1849

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):

Van Zyl, Renette. “'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg.” 2009. Thesis, University of Johannesburg. Accessed January 22, 2020. http://hdl.handle.net/10210/1849.

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

MLA Handbook (7th Edition):

Van Zyl, Renette. “'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg.” 2009. Web. 22 Jan 2020.

Vancouver:

Van Zyl R. 'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10210/1849.

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

Council of Science Editors:

Van Zyl R. 'n Ondersoek na taalhoudings en persepsies van graad 12 leerders in drie Afrikaanse hoërskole in Johannesburg. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/1849

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


University of Johannesburg

28. Pienaar, Marius. Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal.

Degree: 2014, University of Johannesburg

M.Ed. (Curriculum Studies)

Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on… (more)

Subjects/Keywords: Afrikaans language - Study and teaching - South Africa - Evaluation; Native language and education - South Africa; Language policy - South Africa; Learning - Evaluation

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APA (6th Edition):

Pienaar, M. (2014). Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9377

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):

Pienaar, Marius. “Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2020. http://hdl.handle.net/10210/9377.

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

MLA Handbook (7th Edition):

Pienaar, Marius. “Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal.” 2014. Web. 22 Jan 2020.

Vancouver:

Pienaar M. Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10210/9377.

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

Council of Science Editors:

Pienaar M. Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9377

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


Rhodes University

29. Maqam, Eslinah Zodwa. The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape.

Degree: Faculty of Humanities, School of Languages, 2015, Rhodes University

 This study investigates the experiences of isiMpondo speakers in learning standard language through the formal education system. The sociolinguistic factors such as attitudes, language policies… (more)

Subjects/Keywords: Language and teaching  – South Africa  – Eastern Cape  – Bizana; Native language and education; Language policy  – South Africa  – Eastern Cape  – Bizana

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

APA (6th Edition):

Maqam, E. Z. (2015). The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1017893

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):

Maqam, Eslinah Zodwa. “The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape.” 2015. Thesis, Rhodes University. Accessed January 22, 2020. http://hdl.handle.net/10962/d1017893.

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

MLA Handbook (7th Edition):

Maqam, Eslinah Zodwa. “The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape.” 2015. Web. 22 Jan 2020.

Vancouver:

Maqam EZ. The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape. [Internet] [Thesis]. Rhodes University; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10962/d1017893.

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

Council of Science Editors:

Maqam EZ. The experiences of isiMpondo speakers in learning standard isiXhosa through the formal education system : an exploratory study at a school in the Bizana district of the Eastern Cape. [Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1017893

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


University of KwaZulu-Natal

30. [No author]. Teachers' curriculum development experiences of the transition from mother tongue to English as a medium of instruction : a case study of three primary schools in Lesotho.

Degree: Education, 2008, University of KwaZulu-Natal

 In the Lesotho primary education system, the language policy states that the mother tongue (Sesotho) should be used up to Standard Three (this is the… (more)

Subjects/Keywords: Curriculum planning – Lesotho.; Native language and education.; English language – Study and teaching (Primary) – Foreign speakers.; Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2008). Teachers' curriculum development experiences of the transition from mother tongue to English as a medium of instruction : a case study of three primary schools in Lesotho. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1097

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. “Teachers' curriculum development experiences of the transition from mother tongue to English as a medium of instruction : a case study of three primary schools in Lesotho. ” 2008. Thesis, University of KwaZulu-Natal. Accessed January 22, 2020. http://hdl.handle.net/10413/1097.

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. “Teachers' curriculum development experiences of the transition from mother tongue to English as a medium of instruction : a case study of three primary schools in Lesotho. ” 2008. Web. 22 Jan 2020.

Vancouver:

author] [. Teachers' curriculum development experiences of the transition from mother tongue to English as a medium of instruction : a case study of three primary schools in Lesotho. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10413/1097.

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

Council of Science Editors:

author] [. Teachers' curriculum development experiences of the transition from mother tongue to English as a medium of instruction : a case study of three primary schools in Lesotho. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/1097

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

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