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Level: doctoral  Language: English

You searched for subject:(Bilingualism in children). Showing records 1 – 18 of 18 total matches.

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Rutgers University

1. Lingwall Odio, Anne, 1986-. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.

Degree: PhD, Spanish, 2018, Rutgers University

This dissertation investigates patterns of grammatical acceptability of copular verbs in obligatory contexts among Spanish monolingual and Spanish-English bilingual children. In Spanish, ser must be… (more)

Subjects/Keywords: Bilingualism in children

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APA (6th Edition):

Lingwall Odio, Anne, 1. (2018). Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57650/

Chicago Manual of Style (16th Edition):

Lingwall Odio, Anne, 1986-. “Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.” 2018. Doctoral Dissertation, Rutgers University. Accessed July 04, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/57650/.

MLA Handbook (7th Edition):

Lingwall Odio, Anne, 1986-. “Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.” 2018. Web. 04 Jul 2020.

Vancouver:

Lingwall Odio, Anne 1. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2020 Jul 04]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57650/.

Council of Science Editors:

Lingwall Odio, Anne 1. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57650/


Rutgers University

2. Daniel, Alexandra, 1981-. Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns.

Degree: PhD, Education, 2016, Rutgers University

The rising numbers of young Hispanic children in the United States (now about 25% of those under five) poses obvious challenges in terms of meeting… (more)

Subjects/Keywords: Education, Preschool; Bilingualism in children

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APA (6th Edition):

Daniel, Alexandra, 1. (2016). Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/51260/

Chicago Manual of Style (16th Edition):

Daniel, Alexandra, 1981-. “Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns.” 2016. Doctoral Dissertation, Rutgers University. Accessed July 04, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/51260/.

MLA Handbook (7th Edition):

Daniel, Alexandra, 1981-. “Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns.” 2016. Web. 04 Jul 2020.

Vancouver:

Daniel, Alexandra 1. Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2020 Jul 04]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51260/.

Council of Science Editors:

Daniel, Alexandra 1. Key influences on the quality and outcomes of preschool education for dual language leaners: professional development and bilingual staffing patterns. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51260/


Macquarie University

3. Genske, Katharina. Early child bilingualism: cross-linguistic influence in the simultaneous acquisition of German and English.

Degree: 2014, Macquarie University

Theoretical thesis.

"Australian Research Council Centre of Excellence in Cognition and its Disorders, Australian Hearing Hub, Department of Linguistics, Macquarie University Sydney, Australia ; Institut… (more)

Subjects/Keywords: Bilingualism in children; Language acquisition; language acquisition; cross-linguistic influence; bilingualism; German; English

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APA (6th Edition):

Genske, K. (2014). Early child bilingualism: cross-linguistic influence in the simultaneous acquisition of German and English. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1055377

Chicago Manual of Style (16th Edition):

Genske, Katharina. “Early child bilingualism: cross-linguistic influence in the simultaneous acquisition of German and English.” 2014. Doctoral Dissertation, Macquarie University. Accessed July 04, 2020. http://hdl.handle.net/1959.14/1055377.

MLA Handbook (7th Edition):

Genske, Katharina. “Early child bilingualism: cross-linguistic influence in the simultaneous acquisition of German and English.” 2014. Web. 04 Jul 2020.

Vancouver:

Genske K. Early child bilingualism: cross-linguistic influence in the simultaneous acquisition of German and English. [Internet] [Doctoral dissertation]. Macquarie University; 2014. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/1959.14/1055377.

Council of Science Editors:

Genske K. Early child bilingualism: cross-linguistic influence in the simultaneous acquisition of German and English. [Doctoral Dissertation]. Macquarie University; 2014. Available from: http://hdl.handle.net/1959.14/1055377


McGill University

4. Paradis, Johanne. Functional categories in the grammatical development of bilingual and second language children.

Degree: PhD, Department of Psychology., 1997, McGill University

The research for this dissertation is focused on the following two issues: (1) Can bilingual child language development be considered as 'two monolinguals in one',… (more)

Subjects/Keywords: Bilingualism in children.; Language acquisition.

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APA (6th Edition):

Paradis, J. (1997). Functional categories in the grammatical development of bilingual and second language children. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile34763.pdf

Chicago Manual of Style (16th Edition):

Paradis, Johanne. “Functional categories in the grammatical development of bilingual and second language children.” 1997. Doctoral Dissertation, McGill University. Accessed July 04, 2020. http://digitool.library.mcgill.ca/thesisfile34763.pdf.

MLA Handbook (7th Edition):

Paradis, Johanne. “Functional categories in the grammatical development of bilingual and second language children.” 1997. Web. 04 Jul 2020.

Vancouver:

Paradis J. Functional categories in the grammatical development of bilingual and second language children. [Internet] [Doctoral dissertation]. McGill University; 1997. [cited 2020 Jul 04]. Available from: http://digitool.library.mcgill.ca/thesisfile34763.pdf.

Council of Science Editors:

Paradis J. Functional categories in the grammatical development of bilingual and second language children. [Doctoral Dissertation]. McGill University; 1997. Available from: http://digitool.library.mcgill.ca/thesisfile34763.pdf


McGill University

5. Comeau, Liane. The communicative competence of young French-English bilingual children.

Degree: PhD, Department of Psychology., 2003, McGill University

 The communicative competence of bilingual children involves a large array of skills – they must not only acquire the full range of communication skills of monolinguals… (more)

Subjects/Keywords: Bilingualism in children.; Communicative competence in children.; Language acquisition

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APA (6th Edition):

Comeau, L. (2003). The communicative competence of young French-English bilingual children. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile84497.pdf

Chicago Manual of Style (16th Edition):

Comeau, Liane. “The communicative competence of young French-English bilingual children.” 2003. Doctoral Dissertation, McGill University. Accessed July 04, 2020. http://digitool.library.mcgill.ca/thesisfile84497.pdf.

MLA Handbook (7th Edition):

Comeau, Liane. “The communicative competence of young French-English bilingual children.” 2003. Web. 04 Jul 2020.

Vancouver:

Comeau L. The communicative competence of young French-English bilingual children. [Internet] [Doctoral dissertation]. McGill University; 2003. [cited 2020 Jul 04]. Available from: http://digitool.library.mcgill.ca/thesisfile84497.pdf.

Council of Science Editors:

Comeau L. The communicative competence of young French-English bilingual children. [Doctoral Dissertation]. McGill University; 2003. Available from: http://digitool.library.mcgill.ca/thesisfile84497.pdf


University of Arizona

6. Burch, Richard Kenneth. THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN.

Degree: 1987, University of Arizona

 The digit span test has long been used in the study and evaluation of memory processes in children. The study of memory processes in bilingual… (more)

Subjects/Keywords: Memory in children.; Short-term memory.; Mexican American children.; Bilingualism in children.

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APA (6th Edition):

Burch, R. K. (1987). THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184047

Chicago Manual of Style (16th Edition):

Burch, Richard Kenneth. “THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN. ” 1987. Doctoral Dissertation, University of Arizona. Accessed July 04, 2020. http://hdl.handle.net/10150/184047.

MLA Handbook (7th Edition):

Burch, Richard Kenneth. “THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN. ” 1987. Web. 04 Jul 2020.

Vancouver:

Burch RK. THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN. [Internet] [Doctoral dissertation]. University of Arizona; 1987. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10150/184047.

Council of Science Editors:

Burch RK. THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN. [Doctoral Dissertation]. University of Arizona; 1987. Available from: http://hdl.handle.net/10150/184047


McGill University

7. Nicoladis, Elena. Code-mixing in young bilingual children.

Degree: PhD, Department of Psychology., 1994, McGill University

 This thesis examined several possible explanations for young bilingual children's code-mixing: the unitary language system (ULS) hypothesis, parental rates of code-mixing, parental discourse strategies in… (more)

Subjects/Keywords: Code switching (Linguistics); Bilingualism in children.; Language acquisition.

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APA (6th Edition):

Nicoladis, E. (1994). Code-mixing in young bilingual children. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile28864.pdf

Chicago Manual of Style (16th Edition):

Nicoladis, Elena. “Code-mixing in young bilingual children.” 1994. Doctoral Dissertation, McGill University. Accessed July 04, 2020. http://digitool.library.mcgill.ca/thesisfile28864.pdf.

MLA Handbook (7th Edition):

Nicoladis, Elena. “Code-mixing in young bilingual children.” 1994. Web. 04 Jul 2020.

Vancouver:

Nicoladis E. Code-mixing in young bilingual children. [Internet] [Doctoral dissertation]. McGill University; 1994. [cited 2020 Jul 04]. Available from: http://digitool.library.mcgill.ca/thesisfile28864.pdf.

Council of Science Editors:

Nicoladis E. Code-mixing in young bilingual children. [Doctoral Dissertation]. McGill University; 1994. Available from: http://digitool.library.mcgill.ca/thesisfile28864.pdf


Florida Atlantic University

8. Place, Silvia. Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use.

Degree: PhD, 2012, Florida Atlantic University

Summary: The current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language… (more)

Subjects/Keywords: Language arts (Early childhood); Language acquisition – Parent participation; Hispanic American families – Language; Bilingualism in children; Code switching (Linguistics); Sociolinguistics

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APA (6th Edition):

Place, S. (2012). Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3355870

Chicago Manual of Style (16th Edition):

Place, Silvia. “Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use.” 2012. Doctoral Dissertation, Florida Atlantic University. Accessed July 04, 2020. http://purl.flvc.org/FAU/3355870.

MLA Handbook (7th Edition):

Place, Silvia. “Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use.” 2012. Web. 04 Jul 2020.

Vancouver:

Place S. Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2012. [cited 2020 Jul 04]. Available from: http://purl.flvc.org/FAU/3355870.

Council of Science Editors:

Place S. Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use. [Doctoral Dissertation]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3355870


University of Melbourne

9. Aidman, Marina A. Biliteracy development through early and mid-primary years: a longitudinal case study of bilingual writing.

Degree: 1999, University of Melbourne

 This thesis reports a five-year study of bilingual literacy development. Utilising Systemic Functional Grammar (Halliday 1994) and genre and register theory (Martin 1992; Martin &… (more)

Subjects/Keywords: bilingualism in children; written communication; literacy; language acquisition; Australia

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APA (6th Edition):

Aidman, M. A. (1999). Biliteracy development through early and mid-primary years: a longitudinal case study of bilingual writing. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/36503

Chicago Manual of Style (16th Edition):

Aidman, Marina A. “Biliteracy development through early and mid-primary years: a longitudinal case study of bilingual writing.” 1999. Doctoral Dissertation, University of Melbourne. Accessed July 04, 2020. http://hdl.handle.net/11343/36503.

MLA Handbook (7th Edition):

Aidman, Marina A. “Biliteracy development through early and mid-primary years: a longitudinal case study of bilingual writing.” 1999. Web. 04 Jul 2020.

Vancouver:

Aidman MA. Biliteracy development through early and mid-primary years: a longitudinal case study of bilingual writing. [Internet] [Doctoral dissertation]. University of Melbourne; 1999. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/11343/36503.

Council of Science Editors:

Aidman MA. Biliteracy development through early and mid-primary years: a longitudinal case study of bilingual writing. [Doctoral Dissertation]. University of Melbourne; 1999. Available from: http://hdl.handle.net/11343/36503


University of Arizona

10. Van Metre, Patricia Downer, 1932-. SYNTACTIC CHARACTERISTICS OF SELECTED BILINGUAL CHILDREN .

Degree: 1972, University of Arizona

Subjects/Keywords: English language  – Syntax.; Bilingualism in children.; Mexican Americans  – Languages.

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APA (6th Edition):

Van Metre, Patricia Downer, 1. (1972). SYNTACTIC CHARACTERISTICS OF SELECTED BILINGUAL CHILDREN . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/287992

Chicago Manual of Style (16th Edition):

Van Metre, Patricia Downer, 1932-. “SYNTACTIC CHARACTERISTICS OF SELECTED BILINGUAL CHILDREN .” 1972. Doctoral Dissertation, University of Arizona. Accessed July 04, 2020. http://hdl.handle.net/10150/287992.

MLA Handbook (7th Edition):

Van Metre, Patricia Downer, 1932-. “SYNTACTIC CHARACTERISTICS OF SELECTED BILINGUAL CHILDREN .” 1972. Web. 04 Jul 2020.

Vancouver:

Van Metre, Patricia Downer 1. SYNTACTIC CHARACTERISTICS OF SELECTED BILINGUAL CHILDREN . [Internet] [Doctoral dissertation]. University of Arizona; 1972. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10150/287992.

Council of Science Editors:

Van Metre, Patricia Downer 1. SYNTACTIC CHARACTERISTICS OF SELECTED BILINGUAL CHILDREN . [Doctoral Dissertation]. University of Arizona; 1972. Available from: http://hdl.handle.net/10150/287992

11. Chernobilsky, Ellina D., 1968. Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers.

Degree: PhD, Education, 2009, Rutgers University

To what extent do children developing bilingually show similar grammatical development to their monolingual peers? This study considers overall grammatical development in Russian and English… (more)

Subjects/Keywords: Bilingualism in children; Communicative competence in children; Linguistics

children Figure 23: Comparison of NOUNS categories from stories told by bilingual children in… …categories from stories told by 125 bilingual children in English and monolingual English… …by bilingual children in English and monolingual English speaking children Figure 26… …Comparison of NOUNS categories from stories told by 128 bilingual children in Russian and… …128 bilingual children in Russian and monolingual Russian speaking children Figure 28… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Chernobilsky, Ellina D., 1. (2009). Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186

Chicago Manual of Style (16th Edition):

Chernobilsky, Ellina D., 1968. “Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers.” 2009. Doctoral Dissertation, Rutgers University. Accessed July 04, 2020. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186.

MLA Handbook (7th Edition):

Chernobilsky, Ellina D., 1968. “Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers.” 2009. Web. 04 Jul 2020.

Vancouver:

Chernobilsky, Ellina D. 1. Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2020 Jul 04]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186.

Council of Science Editors:

Chernobilsky, Ellina D. 1. Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051186


Loma Linda University

12. Alberty, Julie. Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI.

Degree: PhD, Psychology, 2012, Loma Linda University

 Pediatric traumatic brain injury (TBI) occurs at an average rate of 180 per 100,000 children who are hospitalized for head injury within the United States… (more)

Subjects/Keywords: Clinical Psychology; Intelligence: Bilingualism in children; Monolingualism in children; Memory; Brain Injuries; Traumatic Brain Injury; Glasgow Coma Scale; Intelligence Quotient; Verbal Intelligence Quotient; Performance Intelligence Quotient; Full Scale Intelligence Quotient; Children's Memory Scale; Bilingual Children; Memory; Monolingual Children

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APA (6th Edition):

Alberty, J. (2012). Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI. (Doctoral Dissertation). Loma Linda University. Retrieved from https://scholarsrepository.llu.edu/etd/71

Chicago Manual of Style (16th Edition):

Alberty, Julie. “Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI.” 2012. Doctoral Dissertation, Loma Linda University. Accessed July 04, 2020. https://scholarsrepository.llu.edu/etd/71.

MLA Handbook (7th Edition):

Alberty, Julie. “Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI.” 2012. Web. 04 Jul 2020.

Vancouver:

Alberty J. Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI. [Internet] [Doctoral dissertation]. Loma Linda University; 2012. [cited 2020 Jul 04]. Available from: https://scholarsrepository.llu.edu/etd/71.

Council of Science Editors:

Alberty J. Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI. [Doctoral Dissertation]. Loma Linda University; 2012. Available from: https://scholarsrepository.llu.edu/etd/71


University of Alberta

13. Lin, Jenn-Shann. Chinese-English bilingual children's acquisition of language: a case study of an advantaged group.

Degree: PhD, Department of Linguistics, 1979, University of Alberta

Subjects/Keywords: English language – Acquisition.; Chinese language – Acquisition.; Language acquisition.; Bilingualism in children.

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APA (6th Edition):

Lin, J. (1979). Chinese-English bilingual children's acquisition of language: a case study of an advantaged group. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/hm50tv17r

Chicago Manual of Style (16th Edition):

Lin, Jenn-Shann. “Chinese-English bilingual children's acquisition of language: a case study of an advantaged group.” 1979. Doctoral Dissertation, University of Alberta. Accessed July 04, 2020. https://era.library.ualberta.ca/files/hm50tv17r.

MLA Handbook (7th Edition):

Lin, Jenn-Shann. “Chinese-English bilingual children's acquisition of language: a case study of an advantaged group.” 1979. Web. 04 Jul 2020.

Vancouver:

Lin J. Chinese-English bilingual children's acquisition of language: a case study of an advantaged group. [Internet] [Doctoral dissertation]. University of Alberta; 1979. [cited 2020 Jul 04]. Available from: https://era.library.ualberta.ca/files/hm50tv17r.

Council of Science Editors:

Lin J. Chinese-English bilingual children's acquisition of language: a case study of an advantaged group. [Doctoral Dissertation]. University of Alberta; 1979. Available from: https://era.library.ualberta.ca/files/hm50tv17r


Macquarie University

14. Benz, Victoria. Dynamics of bilingual early childhood education: parental attitudes and institutional realisation.

Degree: 2015, Macquarie University

Theoretical thesis.

Bibliography: pages 205-214.

1. Introduction to the research problem  – 2. Literature review and theoretical framework  – 3. Research design and methodology  –… (more)

Subjects/Keywords: Bilingualism in children  – New South Wales; Language and languages  – Study and teaching (Early childhood); Second language acquisition; bilingual education; parental attitudes; language ideology; early childhood education

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APA (6th Edition):

Benz, V. (2015). Dynamics of bilingual early childhood education: parental attitudes and institutional realisation. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1052772

Chicago Manual of Style (16th Edition):

Benz, Victoria. “Dynamics of bilingual early childhood education: parental attitudes and institutional realisation.” 2015. Doctoral Dissertation, Macquarie University. Accessed July 04, 2020. http://hdl.handle.net/1959.14/1052772.

MLA Handbook (7th Edition):

Benz, Victoria. “Dynamics of bilingual early childhood education: parental attitudes and institutional realisation.” 2015. Web. 04 Jul 2020.

Vancouver:

Benz V. Dynamics of bilingual early childhood education: parental attitudes and institutional realisation. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/1959.14/1052772.

Council of Science Editors:

Benz V. Dynamics of bilingual early childhood education: parental attitudes and institutional realisation. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1052772


University of Arizona

15. Stewart, Adela Artola, 1928-. THE RELATIVE ORAL SPANISH PROFICIENCY (LEXICAL) OF SECOND GENERATION MEXICAN-AMERICAN KINDERGARTEN CHILDREN IN TUCSON, ARIZONA .

Degree: 1974, University of Arizona

Subjects/Keywords: Mexican American children  – Language.; Education, Bilingual  – Arizona  – Tucson.; Bilingualism in children  – Arizona  – Tucson.; Spanish language  – Acquisition.

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APA (6th Edition):

Stewart, Adela Artola, 1. (1974). THE RELATIVE ORAL SPANISH PROFICIENCY (LEXICAL) OF SECOND GENERATION MEXICAN-AMERICAN KINDERGARTEN CHILDREN IN TUCSON, ARIZONA . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/288269

Chicago Manual of Style (16th Edition):

Stewart, Adela Artola, 1928-. “THE RELATIVE ORAL SPANISH PROFICIENCY (LEXICAL) OF SECOND GENERATION MEXICAN-AMERICAN KINDERGARTEN CHILDREN IN TUCSON, ARIZONA .” 1974. Doctoral Dissertation, University of Arizona. Accessed July 04, 2020. http://hdl.handle.net/10150/288269.

MLA Handbook (7th Edition):

Stewart, Adela Artola, 1928-. “THE RELATIVE ORAL SPANISH PROFICIENCY (LEXICAL) OF SECOND GENERATION MEXICAN-AMERICAN KINDERGARTEN CHILDREN IN TUCSON, ARIZONA .” 1974. Web. 04 Jul 2020.

Vancouver:

Stewart, Adela Artola 1. THE RELATIVE ORAL SPANISH PROFICIENCY (LEXICAL) OF SECOND GENERATION MEXICAN-AMERICAN KINDERGARTEN CHILDREN IN TUCSON, ARIZONA . [Internet] [Doctoral dissertation]. University of Arizona; 1974. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10150/288269.

Council of Science Editors:

Stewart, Adela Artola 1. THE RELATIVE ORAL SPANISH PROFICIENCY (LEXICAL) OF SECOND GENERATION MEXICAN-AMERICAN KINDERGARTEN CHILDREN IN TUCSON, ARIZONA . [Doctoral Dissertation]. University of Arizona; 1974. Available from: http://hdl.handle.net/10150/288269


University of Arizona

16. Schwarzer, David. Parallel development of writing in Hebrew, Spanish and English in a multilingual child .

Degree: 1996, University of Arizona

 This is a year long in-depth, longitudinal case study of Noa, a six-year-old female in a bilingual first grade class which documents and analyzes her… (more)

Subjects/Keywords: Writing.; Language acquisition  – Cross-cultural research.; Bilingualism in children  – Study and teaching (elementary); Multicultural education.

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APA (6th Edition):

Schwarzer, D. (1996). Parallel development of writing in Hebrew, Spanish and English in a multilingual child . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/187477

Chicago Manual of Style (16th Edition):

Schwarzer, David. “Parallel development of writing in Hebrew, Spanish and English in a multilingual child .” 1996. Doctoral Dissertation, University of Arizona. Accessed July 04, 2020. http://hdl.handle.net/10150/187477.

MLA Handbook (7th Edition):

Schwarzer, David. “Parallel development of writing in Hebrew, Spanish and English in a multilingual child .” 1996. Web. 04 Jul 2020.

Vancouver:

Schwarzer D. Parallel development of writing in Hebrew, Spanish and English in a multilingual child . [Internet] [Doctoral dissertation]. University of Arizona; 1996. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/10150/187477.

Council of Science Editors:

Schwarzer D. Parallel development of writing in Hebrew, Spanish and English in a multilingual child . [Doctoral Dissertation]. University of Arizona; 1996. Available from: http://hdl.handle.net/10150/187477


University of Texas – Austin

17. Murray, Yvonne I. How Mexican American bilingual children use Spanish to construct meaning for English text comprehension.

Degree: PhD, Curriculum and Instruction, 1998, University of Texas – Austin

 This study investigated the role of Spanish upon the comprehension of English text among Mexican American bilingual children for whom Spanish is the first or… (more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Mexican American students; Bilingualism in children; English language – Study and teaching (Elementary) – Spanish speakers; Mexican American children – Language

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

APA (6th Edition):

Murray, Y. I. (1998). How Mexican American bilingual children use Spanish to construct meaning for English text comprehension. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65179

Chicago Manual of Style (16th Edition):

Murray, Yvonne I. “How Mexican American bilingual children use Spanish to construct meaning for English text comprehension.” 1998. Doctoral Dissertation, University of Texas – Austin. Accessed July 04, 2020. http://hdl.handle.net/2152/65179.

MLA Handbook (7th Edition):

Murray, Yvonne I. “How Mexican American bilingual children use Spanish to construct meaning for English text comprehension.” 1998. Web. 04 Jul 2020.

Vancouver:

Murray YI. How Mexican American bilingual children use Spanish to construct meaning for English text comprehension. [Internet] [Doctoral dissertation]. University of Texas – Austin; 1998. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/2152/65179.

Council of Science Editors:

Murray YI. How Mexican American bilingual children use Spanish to construct meaning for English text comprehension. [Doctoral Dissertation]. University of Texas – Austin; 1998. Available from: http://hdl.handle.net/2152/65179


Northeastern University

18. Lazareva-Stanishcheva, Victoria. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 While the population of English language learners (ELLs) in US schools has been increasing, many ELLs demonstrate a lower level of reading skills compared to… (more)

Subjects/Keywords: bilingual reading program; English Language Learner (ELL); interrupted time series; L1 (first; primary; native) reading instruction; language of reading instruction for ELLs; transitional bilingual education (TBE); Bilingual, Multilingual, and Multicultural Education; Education; Education, Bilingual; English language; Study and teaching (Elementary); Foreign speakers; Reading (Elementary); Bilingualism in children; Time-series analysis

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

APA (6th Edition):

Lazareva-Stanishcheva, V. (2014). An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128391

Chicago Manual of Style (16th Edition):

Lazareva-Stanishcheva, Victoria. “An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.” 2014. Doctoral Dissertation, Northeastern University. Accessed July 04, 2020. http://hdl.handle.net/2047/d20128391.

MLA Handbook (7th Edition):

Lazareva-Stanishcheva, Victoria. “An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.” 2014. Web. 04 Jul 2020.

Vancouver:

Lazareva-Stanishcheva V. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2020 Jul 04]. Available from: http://hdl.handle.net/2047/d20128391.

Council of Science Editors:

Lazareva-Stanishcheva V. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128391

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