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You searched for subject:(Biliteracy). Showing records 1 – 30 of 51 total matches.

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1. Jancewicz, William. Grammar Enhanced Biliteracy: Naskapi Language Structures For Facilitating Reading In Naskapi.

Degree: MA, Linguistics, 2013, University of North Dakota

  The Naskapi language is the language of instruction in the early primary grades of the school in the Naskapi community. Only recently have Naskapi-speaking… (more)

Subjects/Keywords: Biliteracy; Education; Grammar; Literacy; Naskapi; Reading

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

APA (6th Edition):

Jancewicz, W. (2013). Grammar Enhanced Biliteracy: Naskapi Language Structures For Facilitating Reading In Naskapi. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1440

Chicago Manual of Style (16th Edition):

Jancewicz, William. “Grammar Enhanced Biliteracy: Naskapi Language Structures For Facilitating Reading In Naskapi.” 2013. Masters Thesis, University of North Dakota. Accessed October 28, 2020. https://commons.und.edu/theses/1440.

MLA Handbook (7th Edition):

Jancewicz, William. “Grammar Enhanced Biliteracy: Naskapi Language Structures For Facilitating Reading In Naskapi.” 2013. Web. 28 Oct 2020.

Vancouver:

Jancewicz W. Grammar Enhanced Biliteracy: Naskapi Language Structures For Facilitating Reading In Naskapi. [Internet] [Masters thesis]. University of North Dakota; 2013. [cited 2020 Oct 28]. Available from: https://commons.und.edu/theses/1440.

Council of Science Editors:

Jancewicz W. Grammar Enhanced Biliteracy: Naskapi Language Structures For Facilitating Reading In Naskapi. [Masters Thesis]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1440


University of Texas – Austin

2. -2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 28, 2020. http://hdl.handle.net/2152/62994.

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

MLA Handbook (7th Edition):

-2694-833X. “Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning.” 2017. Web. 28 Oct 2020.

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

Vancouver:

-2694-833X. Texturing with multimodal texts across content areas : a translanguaging multiliteracies approach to teaching and learning. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/2152/62994.

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

Council of Science Editors:

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

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


University of Toronto

3. Ortega Paez, Yecid. Promoting Language and Literacy Engagement within a Preschool Spanish Language Program.

Degree: 2015, University of Toronto

This study focuses on the effectiveness of promoting preschool children's interest in and engagement with Spanish language and literacy by means of a program offered… (more)

Subjects/Keywords: Bilingualism; Biliteracy; Dual Language; Early Childhood Education; Literacy; Primary; 0282

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APA (6th Edition):

Ortega Paez, Y. (2015). Promoting Language and Literacy Engagement within a Preschool Spanish Language Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69744

Chicago Manual of Style (16th Edition):

Ortega Paez, Yecid. “Promoting Language and Literacy Engagement within a Preschool Spanish Language Program.” 2015. Masters Thesis, University of Toronto. Accessed October 28, 2020. http://hdl.handle.net/1807/69744.

MLA Handbook (7th Edition):

Ortega Paez, Yecid. “Promoting Language and Literacy Engagement within a Preschool Spanish Language Program.” 2015. Web. 28 Oct 2020.

Vancouver:

Ortega Paez Y. Promoting Language and Literacy Engagement within a Preschool Spanish Language Program. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1807/69744.

Council of Science Editors:

Ortega Paez Y. Promoting Language and Literacy Engagement within a Preschool Spanish Language Program. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69744

4. Parrado Cifuentes , Jenifer Paola. Enseñanza de la lectura y la escritura en la lengua extranjera inglés, teniendo en cuenta el proceso simultáneo en la lengua materna en grado Transición Biliteracy .

Degree: 2015, Universidad de los Andes

 El siguiente proyecto de investigación se realizó con el fin de definir los principales lineamientos para la enseñanza de la lectura y la escritura en… (more)

Subjects/Keywords: estrategias; lectura; escritura; biliteracy; preescolar.

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APA (6th Edition):

Parrado Cifuentes , J. P. (2015). Enseñanza de la lectura y la escritura en la lengua extranjera inglés, teniendo en cuenta el proceso simultáneo en la lengua materna en grado Transición Biliteracy . (Thesis). Universidad de los Andes. Retrieved from http://documentodegrado.uniandes.edu.co/documentos/201021069_fecha_2014_06_20_hora_08_31_38_parte_1.pdf

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):

Parrado Cifuentes , Jenifer Paola. “Enseñanza de la lectura y la escritura en la lengua extranjera inglés, teniendo en cuenta el proceso simultáneo en la lengua materna en grado Transición Biliteracy .” 2015. Thesis, Universidad de los Andes. Accessed October 28, 2020. http://documentodegrado.uniandes.edu.co/documentos/201021069_fecha_2014_06_20_hora_08_31_38_parte_1.pdf.

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

MLA Handbook (7th Edition):

Parrado Cifuentes , Jenifer Paola. “Enseñanza de la lectura y la escritura en la lengua extranjera inglés, teniendo en cuenta el proceso simultáneo en la lengua materna en grado Transición Biliteracy .” 2015. Web. 28 Oct 2020.

Vancouver:

Parrado Cifuentes JP. Enseñanza de la lectura y la escritura en la lengua extranjera inglés, teniendo en cuenta el proceso simultáneo en la lengua materna en grado Transición Biliteracy . [Internet] [Thesis]. Universidad de los Andes; 2015. [cited 2020 Oct 28]. Available from: http://documentodegrado.uniandes.edu.co/documentos/201021069_fecha_2014_06_20_hora_08_31_38_parte_1.pdf.

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

Council of Science Editors:

Parrado Cifuentes JP. Enseñanza de la lectura y la escritura en la lengua extranjera inglés, teniendo en cuenta el proceso simultáneo en la lengua materna en grado Transición Biliteracy . [Thesis]. Universidad de los Andes; 2015. Available from: http://documentodegrado.uniandes.edu.co/documentos/201021069_fecha_2014_06_20_hora_08_31_38_parte_1.pdf

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


University of Toronto

5. Sano, Aiko. Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students.

Degree: 2010, University of Toronto

In this study ten Grade 2-3 Japanese-English bilingual students wrote compositions on the same topic in Japanese and English. The students received an intervention designed… (more)

Subjects/Keywords: biliteracy; transfer; Japanese-English bilinguals; writing; 0282; 0524

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APA (6th Edition):

Sano, A. (2010). Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24635

Chicago Manual of Style (16th Edition):

Sano, Aiko. “Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students.” 2010. Masters Thesis, University of Toronto. Accessed October 28, 2020. http://hdl.handle.net/1807/24635.

MLA Handbook (7th Edition):

Sano, Aiko. “Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students.” 2010. Web. 28 Oct 2020.

Vancouver:

Sano A. Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1807/24635.

Council of Science Editors:

Sano A. Building a Bridge: A Case Study of Teaching for Transfer of Writing Skills among Japanese-English Bilingual Students. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24635

6. Grazzini, Anthony. Advocating For One-Way Dual Language Programs In High School, Academia Bilingue.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  To reduce the achievement gap and stem the increasing dropout rate of English Learners (ELs), a one-way dual language program, Academia Bilingue, was introduced… (more)

Subjects/Keywords: Dual Language; one-way immersion; Biliteracy; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Grazzini, A. (2019). Advocating For One-Way Dual Language Programs In High School, Academia Bilingue. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/399

Chicago Manual of Style (16th Edition):

Grazzini, Anthony. “Advocating For One-Way Dual Language Programs In High School, Academia Bilingue.” 2019. Doctoral Dissertation, National-Louis University. Accessed October 28, 2020. https://digitalcommons.nl.edu/diss/399.

MLA Handbook (7th Edition):

Grazzini, Anthony. “Advocating For One-Way Dual Language Programs In High School, Academia Bilingue.” 2019. Web. 28 Oct 2020.

Vancouver:

Grazzini A. Advocating For One-Way Dual Language Programs In High School, Academia Bilingue. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Oct 28]. Available from: https://digitalcommons.nl.edu/diss/399.

Council of Science Editors:

Grazzini A. Advocating For One-Way Dual Language Programs In High School, Academia Bilingue. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/399


University of Southern California

7. Tsai, Tina. A microgenetic analysis of English/Chinese early writing development.

Degree: PhD, Education (Curriculum & Instruction), 2007, University of Southern California

 This study explore the development pathways of the early English/ Chinese biliterate writing of 11 young children ranging in age from 4 to 6 years.… (more)

Subjects/Keywords: microgenetic; biliteracy; Chinese; developmental writing

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APA (6th Edition):

Tsai, T. (2007). A microgenetic analysis of English/Chinese early writing development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/560064/rec/246

Chicago Manual of Style (16th Edition):

Tsai, Tina. “A microgenetic analysis of English/Chinese early writing development.” 2007. Doctoral Dissertation, University of Southern California. Accessed October 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/560064/rec/246.

MLA Handbook (7th Edition):

Tsai, Tina. “A microgenetic analysis of English/Chinese early writing development.” 2007. Web. 28 Oct 2020.

Vancouver:

Tsai T. A microgenetic analysis of English/Chinese early writing development. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Oct 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/560064/rec/246.

Council of Science Editors:

Tsai T. A microgenetic analysis of English/Chinese early writing development. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/560064/rec/246

8. Granados, Nadia Regina. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .

Degree: 2015, University of Arizona

 This research examines the bilingual and biliterate trajectories of graduates of a K-5 dual language immersion program who are now young adults. Their experiences as… (more)

Subjects/Keywords: Biliteracy; Dual Language Education; Language, Reading & Culture; Bilingualism

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APA (6th Edition):

Granados, N. R. (2015). Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/577356

Chicago Manual of Style (16th Edition):

Granados, Nadia Regina. “Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .” 2015. Doctoral Dissertation, University of Arizona. Accessed October 28, 2020. http://hdl.handle.net/10150/577356.

MLA Handbook (7th Edition):

Granados, Nadia Regina. “Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions .” 2015. Web. 28 Oct 2020.

Vancouver:

Granados NR. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10150/577356.

Council of Science Editors:

Granados NR. Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/577356


University of Arizona

9. Fierro, Ana Victoria. Multimodal Biliteracies in the Arizona-Sonora Borderland .

Degree: 2018, University of Arizona

 This qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According… (more)

Subjects/Keywords: Arizona; bilingualism; biliteracy; borderland; funds of knowledge; multimodal

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APA (6th Edition):

Fierro, A. V. (2018). Multimodal Biliteracies in the Arizona-Sonora Borderland . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/628018

Chicago Manual of Style (16th Edition):

Fierro, Ana Victoria. “Multimodal Biliteracies in the Arizona-Sonora Borderland .” 2018. Doctoral Dissertation, University of Arizona. Accessed October 28, 2020. http://hdl.handle.net/10150/628018.

MLA Handbook (7th Edition):

Fierro, Ana Victoria. “Multimodal Biliteracies in the Arizona-Sonora Borderland .” 2018. Web. 28 Oct 2020.

Vancouver:

Fierro AV. Multimodal Biliteracies in the Arizona-Sonora Borderland . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10150/628018.

Council of Science Editors:

Fierro AV. Multimodal Biliteracies in the Arizona-Sonora Borderland . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628018

10. Kim, Kayoung. English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect.

Degree: PhD, Psychology, 2015, Texas A&M University

 It has been claimed that skilled readers of English syllabify written words using morphological and orthographic knowledge (e.g., the Basic Orthographic Syllable Structure, or BOSS)… (more)

Subjects/Keywords: Biliteracy; Polysyllabic Word Recognition

…3 9 CHAPTER II KOREAN-ENGLISH BILITERACY… …and discuss relevant studies. 22 CHAPTER II KOREAN-ENGLISH BILITERACY As investigations… 

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APA (6th Edition):

Kim, K. (2015). English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155161

Chicago Manual of Style (16th Edition):

Kim, Kayoung. “English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect.” 2015. Doctoral Dissertation, Texas A&M University. Accessed October 28, 2020. http://hdl.handle.net/1969.1/155161.

MLA Handbook (7th Edition):

Kim, Kayoung. “English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect.” 2015. Web. 28 Oct 2020.

Vancouver:

Kim K. English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1969.1/155161.

Council of Science Editors:

Kim K. English Word Segmentation in Korean-English Biliterates: A Hangul Orthographic Structure Effect. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155161


California State University – San Bernardino

11. McCray, Joanna Rachel. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.

Degree: MAin Education, Education, 2015, California State University – San Bernardino

  Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern… (more)

Subjects/Keywords: bilingual; biliteracy; English learners; standardized testing; dual immersion; two-way; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

McCray, J. R. (2015). BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/138

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):

McCray, Joanna Rachel. “BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.” 2015. Thesis, California State University – San Bernardino. Accessed October 28, 2020. https://scholarworks.lib.csusb.edu/etd/138.

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

MLA Handbook (7th Edition):

McCray, Joanna Rachel. “BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.” 2015. Web. 28 Oct 2020.

Vancouver:

McCray JR. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. [Internet] [Thesis]. California State University – San Bernardino; 2015. [cited 2020 Oct 28]. Available from: https://scholarworks.lib.csusb.edu/etd/138.

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

Council of Science Editors:

McCray JR. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. [Thesis]. California State University – San Bernardino; 2015. Available from: https://scholarworks.lib.csusb.edu/etd/138

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


University of Colorado

12. Cano-Rodríguez, Edilberto Jesús. The Biliterate Writing Development of Emerging Bilingual Students at the Word, Sentence, and Discourse Level in a Paired Literacy Program in Grade Levels 1-5.

Degree: PhD, Education, 2015, University of Colorado

  The purpose of this study was the examination of emerging bilingual students' (EB) biliterate writing development at the word, sentence, and discourse levels within… (more)

Subjects/Keywords: Biliteracy; Biliterate Writing Development; Emerging Bilingual Students; Bilingual, Multilingual, and Multicultural Education; Elementary Education

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APA (6th Edition):

Cano-Rodríguez, E. J. (2015). The Biliterate Writing Development of Emerging Bilingual Students at the Word, Sentence, and Discourse Level in a Paired Literacy Program in Grade Levels 1-5. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/60

Chicago Manual of Style (16th Edition):

Cano-Rodríguez, Edilberto Jesús. “The Biliterate Writing Development of Emerging Bilingual Students at the Word, Sentence, and Discourse Level in a Paired Literacy Program in Grade Levels 1-5.” 2015. Doctoral Dissertation, University of Colorado. Accessed October 28, 2020. https://scholar.colorado.edu/educ_gradetds/60.

MLA Handbook (7th Edition):

Cano-Rodríguez, Edilberto Jesús. “The Biliterate Writing Development of Emerging Bilingual Students at the Word, Sentence, and Discourse Level in a Paired Literacy Program in Grade Levels 1-5.” 2015. Web. 28 Oct 2020.

Vancouver:

Cano-Rodríguez EJ. The Biliterate Writing Development of Emerging Bilingual Students at the Word, Sentence, and Discourse Level in a Paired Literacy Program in Grade Levels 1-5. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Oct 28]. Available from: https://scholar.colorado.edu/educ_gradetds/60.

Council of Science Editors:

Cano-Rodríguez EJ. The Biliterate Writing Development of Emerging Bilingual Students at the Word, Sentence, and Discourse Level in a Paired Literacy Program in Grade Levels 1-5. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/60


University of the Western Cape

13. Shibani, Fathia El. Biliteracy and academic success: The experiences of selected Libyan students.

Degree: 2019, University of the Western Cape

 This study is an investigation into the biliteracy skills (in Arabic and English) employed by Libyan students at the University of the Western Cape to… (more)

Subjects/Keywords: Biliteracy skills; Libyan students; University of the Western Cape; Academic institution; Biliterate students

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APA (6th Edition):

Shibani, F. E. (2019). Biliteracy and academic success: The experiences of selected Libyan students. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6953

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):

Shibani, Fathia El. “Biliteracy and academic success: The experiences of selected Libyan students. ” 2019. Thesis, University of the Western Cape. Accessed October 28, 2020. http://hdl.handle.net/11394/6953.

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

MLA Handbook (7th Edition):

Shibani, Fathia El. “Biliteracy and academic success: The experiences of selected Libyan students. ” 2019. Web. 28 Oct 2020.

Vancouver:

Shibani FE. Biliteracy and academic success: The experiences of selected Libyan students. [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/11394/6953.

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

Council of Science Editors:

Shibani FE. Biliteracy and academic success: The experiences of selected Libyan students. [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6953

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


University of Arizona

14. Arnot-Hopffer, Elizabeth Jane. Las Tres Amigas: A Study of Biliteracy From Kindergarten Through Adolescence .

Degree: 2007, University of Arizona

 This is a longitudinal study that examines children's perspectives on the development of biliteracy. The theories of children as they learn through two languages reflect… (more)

Subjects/Keywords: Biliteracy; Case Study; Dual Language Education

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APA (6th Edition):

Arnot-Hopffer, E. J. (2007). Las Tres Amigas: A Study of Biliteracy From Kindergarten Through Adolescence . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195970

Chicago Manual of Style (16th Edition):

Arnot-Hopffer, Elizabeth Jane. “Las Tres Amigas: A Study of Biliteracy From Kindergarten Through Adolescence .” 2007. Doctoral Dissertation, University of Arizona. Accessed October 28, 2020. http://hdl.handle.net/10150/195970.

MLA Handbook (7th Edition):

Arnot-Hopffer, Elizabeth Jane. “Las Tres Amigas: A Study of Biliteracy From Kindergarten Through Adolescence .” 2007. Web. 28 Oct 2020.

Vancouver:

Arnot-Hopffer EJ. Las Tres Amigas: A Study of Biliteracy From Kindergarten Through Adolescence . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10150/195970.

Council of Science Editors:

Arnot-Hopffer EJ. Las Tres Amigas: A Study of Biliteracy From Kindergarten Through Adolescence . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/195970


University of Georgia

15. Thrasher, Karen Ann. Exploring language development in rural Georgia.

Degree: 2018, 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. (2018). Exploring language development in rural Georgia. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37037

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):

Thrasher, Karen Ann. “Exploring language development in rural Georgia.” 2018. Thesis, University of Georgia. Accessed October 28, 2020. http://hdl.handle.net/10724/37037.

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

MLA Handbook (7th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia.” 2018. Web. 28 Oct 2020.

Vancouver:

Thrasher KA. Exploring language development in rural Georgia. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10724/37037.

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

Council of Science Editors:

Thrasher KA. Exploring language development in rural Georgia. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37037

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


University of Georgia

16. Thrasher, Karen Ann. Exploring language development in rural Georgia.

Degree: 2018, 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. (2018). Exploring language development in rural Georgia. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37194

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):

Thrasher, Karen Ann. “Exploring language development in rural Georgia.” 2018. Thesis, University of Georgia. Accessed October 28, 2020. http://hdl.handle.net/10724/37194.

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

MLA Handbook (7th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia.” 2018. Web. 28 Oct 2020.

Vancouver:

Thrasher KA. Exploring language development in rural Georgia. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10724/37194.

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

Council of Science Editors:

Thrasher KA. Exploring language development in rural Georgia. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37194

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

17. -5536-9997. Aquí somos bilingües : a case study of how a teacher’s pedagogy supports biliteracy development and the influence of the teacher’s Postura Activista on language and literacy instruction in a one-way dual language classroom.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 This qualitative case study examines how a teacher’s pedagogy during language arts instruction supports biliteracy development and the influence of the teacher’s activist stance on… (more)

Subjects/Keywords: Activism; Biliteracy; Bilingualism; Bilingual teacher

…somos bilingües: A Case Study of How a Teacher’s Pedagogy Supports Biliteracy Development and… …pedagogy during language arts instruction supports biliteracy development and the influence of… …biliteracy and translanguaging (García & Wei, 2014) provide the theoretical underpinnings… …students’ biliteracy development. Additionally, case findings point to the teacher’s activism and… …of language learning and biliteracy development. The findings contribute to research… 

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

APA (6th Edition):

-5536-9997. (2019). Aquí somos bilingües : a case study of how a teacher’s pedagogy supports biliteracy development and the influence of the teacher’s Postura Activista on language and literacy instruction in a one-way dual language classroom. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/5296

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

Chicago Manual of Style (16th Edition):

-5536-9997. “Aquí somos bilingües : a case study of how a teacher’s pedagogy supports biliteracy development and the influence of the teacher’s Postura Activista on language and literacy instruction in a one-way dual language classroom.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 28, 2020. http://dx.doi.org/10.26153/tsw/5296.

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

MLA Handbook (7th Edition):

-5536-9997. “Aquí somos bilingües : a case study of how a teacher’s pedagogy supports biliteracy development and the influence of the teacher’s Postura Activista on language and literacy instruction in a one-way dual language classroom.” 2019. Web. 28 Oct 2020.

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

Vancouver:

-5536-9997. Aquí somos bilingües : a case study of how a teacher’s pedagogy supports biliteracy development and the influence of the teacher’s Postura Activista on language and literacy instruction in a one-way dual language classroom. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Oct 28]. Available from: http://dx.doi.org/10.26153/tsw/5296.

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

Council of Science Editors:

-5536-9997. Aquí somos bilingües : a case study of how a teacher’s pedagogy supports biliteracy development and the influence of the teacher’s Postura Activista on language and literacy instruction in a one-way dual language classroom. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/5296

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

18. DeLeon, Tanya Margarita. The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy.

Degree: Doctorate in Education, Education, Loyola Marymount University

  Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study… (more)

Subjects/Keywords: Biliteracy Pathways; California Seal of Biliteracy; Continua of Biliteracy; Education Policy; Implementation; Language Ecology; Bilingual, Multilingual, and Multicultural Education; Education; Education Policy

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

APA (6th Edition):

DeLeon, T. M. (n.d.). The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/197

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

DeLeon, Tanya Margarita. “The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy.” Doctoral Dissertation, Loyola Marymount University. Accessed October 28, 2020. https://digitalcommons.lmu.edu/etd/197.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

DeLeon, Tanya Margarita. “The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy.” Web. 28 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

DeLeon TM. The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy. [Internet] [Doctoral dissertation]. Loyola Marymount University; [cited 2020 Oct 28]. Available from: https://digitalcommons.lmu.edu/etd/197.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

DeLeon TM. The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy. [Doctoral Dissertation]. Loyola Marymount University; Available from: https://digitalcommons.lmu.edu/etd/197

Note: this citation may be lacking information needed for this citation format:
No year of publication.


University of Illinois – Urbana-Champaign

19. Lee, Chaehyun. Korean emergent bilingual students’ language use and translanguaging.

Degree: PhD, Curriculum and Instruction, 2018, University of Illinois – Urbana-Champaign

 Researchers in the bilingual/biliteracy fields have investigated how emergent bilinguals developed their English language and literacy skills (e.g., Francis, Lesaux, & August, 2006), but very… (more)

Subjects/Keywords: emergent bilinguals; heritage language; Korean students; translanguaging; bilingual/biliteracy development; heritage language loss/shift; heritage language school; heteroglossia; discourse analysis

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

APA (6th Edition):

Lee, C. (2018). Korean emergent bilingual students’ language use and translanguaging. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101161

Chicago Manual of Style (16th Edition):

Lee, Chaehyun. “Korean emergent bilingual students’ language use and translanguaging.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 28, 2020. http://hdl.handle.net/2142/101161.

MLA Handbook (7th Edition):

Lee, Chaehyun. “Korean emergent bilingual students’ language use and translanguaging.” 2018. Web. 28 Oct 2020.

Vancouver:

Lee C. Korean emergent bilingual students’ language use and translanguaging. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/2142/101161.

Council of Science Editors:

Lee C. Korean emergent bilingual students’ language use and translanguaging. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101161


Texas A&M University

20. Bae, Han Suk Han. Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six.

Degree: PhD, Curriculum and Instruction, 2015, Texas A&M University

 This dissertation consists of three studies that explored the role of morphological awareness (MA) in biliteracy development among upper elementary students who learn to read… (more)

Subjects/Keywords: meta-linguistic awareness(phonological, orthographic, morphological); biliteracy development; vocabulary and reading comprehension; cross-language transfer; ESL and EFL

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

APA (6th Edition):

Bae, H. S. H. (2015). Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155016

Chicago Manual of Style (16th Edition):

Bae, Han Suk Han. “Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six.” 2015. Doctoral Dissertation, Texas A&M University. Accessed October 28, 2020. http://hdl.handle.net/1969.1/155016.

MLA Handbook (7th Edition):

Bae, Han Suk Han. “Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six.” 2015. Web. 28 Oct 2020.

Vancouver:

Bae HSH. Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1969.1/155016.

Council of Science Editors:

Bae HSH. Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155016

21. Finan, John L. The Illinois State Seal of Biliteracy: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Educational Leadership, 2014, National-Louis University

  This report advocates for my district's participation in the Illinois State Seal of Biliteracy Program, which became law in August, 2013. This program places… (more)

Subjects/Keywords: Biliteracy; Bilingualism; Multilingual; Educational Leadership; Language Policy; Bilingual, Multilingual, and Multicultural Education; Education; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Finan, J. L. (2014). The Illinois State Seal of Biliteracy: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/85

Chicago Manual of Style (16th Edition):

Finan, John L. “The Illinois State Seal of Biliteracy: A Policy Advocacy Document.” 2014. Doctoral Dissertation, National-Louis University. Accessed October 28, 2020. http://digitalcommons.nl.edu/diss/85.

MLA Handbook (7th Edition):

Finan, John L. “The Illinois State Seal of Biliteracy: A Policy Advocacy Document.” 2014. Web. 28 Oct 2020.

Vancouver:

Finan JL. The Illinois State Seal of Biliteracy: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2020 Oct 28]. Available from: http://digitalcommons.nl.edu/diss/85.

Council of Science Editors:

Finan JL. The Illinois State Seal of Biliteracy: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/85


University of Edinburgh

22. Al Rassi, Reham Abdulrahman Ibrahim. Effects of biliteracies on bilingual cognitive functions.

Degree: PhD, 2019, University of Edinburgh

 Although previous research has examined the effects of bilingualism on cognitive functions, specific biliteracy effects have not been investigated. This thesis looks at the effects… (more)

Subjects/Keywords: biliteracy; cognitive function; English/Arabic bilinguals; English/Maltese bilinguals; inhibition; switching; Corsi Block Tapping; hemispheric usage

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

APA (6th Edition):

Al Rassi, R. A. I. (2019). Effects of biliteracies on bilingual cognitive functions. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/36068

Chicago Manual of Style (16th Edition):

Al Rassi, Reham Abdulrahman Ibrahim. “Effects of biliteracies on bilingual cognitive functions.” 2019. Doctoral Dissertation, University of Edinburgh. Accessed October 28, 2020. http://hdl.handle.net/1842/36068.

MLA Handbook (7th Edition):

Al Rassi, Reham Abdulrahman Ibrahim. “Effects of biliteracies on bilingual cognitive functions.” 2019. Web. 28 Oct 2020.

Vancouver:

Al Rassi RAI. Effects of biliteracies on bilingual cognitive functions. [Internet] [Doctoral dissertation]. University of Edinburgh; 2019. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1842/36068.

Council of Science Editors:

Al Rassi RAI. Effects of biliteracies on bilingual cognitive functions. [Doctoral Dissertation]. University of Edinburgh; 2019. Available from: http://hdl.handle.net/1842/36068


University of Illinois – Urbana-Champaign

23. Yambi, Josephine. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.

Degree: PhD, 0095, 2010, University of Illinois – Urbana-Champaign

 This qualitative study investigates the bilingual and biliteracy (Swahili-English) development of two elementary and three middle school Kenyan children across home and school contexts in… (more)

Subjects/Keywords: bilingual children; bilingual and biliteracy development; language loss

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

APA (6th Edition):

Yambi, J. (2010). Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16116

Chicago Manual of Style (16th Edition):

Yambi, Josephine. “Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 28, 2020. http://hdl.handle.net/2142/16116.

MLA Handbook (7th Edition):

Yambi, Josephine. “Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.” 2010. Web. 28 Oct 2020.

Vancouver:

Yambi J. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/2142/16116.

Council of Science Editors:

Yambi J. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16116


University of Arizona

24. Azuara, Patricia. Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children .

Degree: 2009, University of Arizona

 This study uses ethnographic tools to document the multiple literacy practices of two Mayan families living in a rural community in Yucatan, Mexico. It explores… (more)

Subjects/Keywords: Biliteracy; Early Literacy; Emergent Bilinguals; Mayan Children; Social Practices

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

APA (6th Edition):

Azuara, P. (2009). Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/196103

Chicago Manual of Style (16th Edition):

Azuara, Patricia. “Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children .” 2009. Doctoral Dissertation, University of Arizona. Accessed October 28, 2020. http://hdl.handle.net/10150/196103.

MLA Handbook (7th Edition):

Azuara, Patricia. “Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children .” 2009. Web. 28 Oct 2020.

Vancouver:

Azuara P. Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10150/196103.

Council of Science Editors:

Azuara P. Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/196103


University of Edinburgh

25. Hancock, Andrew John. Chinese children's experiences of biliteracy learning in Scotland.

Degree: PhD, 2010, University of Edinburgh

 This thesis explores the experiences of Chinese children acquiring literacy in both Chinese and English in Scotland. A three-dimensional research design is adopted in order… (more)

Subjects/Keywords: 410; chinese; literacy; Scotland; multilingual schools; reading; biliteracy; bilingual

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

APA (6th Edition):

Hancock, A. J. (2010). Chinese children's experiences of biliteracy learning in Scotland. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5873

Chicago Manual of Style (16th Edition):

Hancock, Andrew John. “Chinese children's experiences of biliteracy learning in Scotland.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed October 28, 2020. http://hdl.handle.net/1842/5873.

MLA Handbook (7th Edition):

Hancock, Andrew John. “Chinese children's experiences of biliteracy learning in Scotland.” 2010. Web. 28 Oct 2020.

Vancouver:

Hancock AJ. Chinese children's experiences of biliteracy learning in Scotland. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1842/5873.

Council of Science Editors:

Hancock AJ. Chinese children's experiences of biliteracy learning in Scotland. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5873


University of Georgia

26. Hu, Ran. A case study.

Degree: 2014, University of Georgia

 This study was designed to investigate the development of a five-year-old child’s language and literacy development in English and Chinese within a tutoring context where… (more)

Subjects/Keywords: Wordless picture books; Emergent literacy; Biliteracy; Phonological processing; Print awareness; Emergent writing; Oral proficiency; Sight vocabulary; Context vocabulary; Oral-only vocabulary

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

APA (6th Edition):

Hu, R. (2014). A case study. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21856

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):

Hu, Ran. “A case study.” 2014. Thesis, University of Georgia. Accessed October 28, 2020. http://hdl.handle.net/10724/21856.

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

MLA Handbook (7th Edition):

Hu, Ran. “A case study.” 2014. Web. 28 Oct 2020.

Vancouver:

Hu R. A case study. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10724/21856.

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

Council of Science Editors:

Hu R. A case study. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21856

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

27. McNee, Nancy Aileen. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.

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

  Despite major gains in working-class [email protected] immigrant graduation rates and college attendance in recent years, most educators and administrators still perceive [email protected] students with… (more)

Subjects/Keywords: bilingual; biliteracy; counterstories; immigrant; [email protected]; working-class; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

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APA (6th Edition):

McNee, N. A. (2015). Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/126

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):

McNee, Nancy Aileen. “Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.” 2015. Thesis, University of San Francisco. Accessed October 28, 2020. https://repository.usfca.edu/diss/126.

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

MLA Handbook (7th Edition):

McNee, Nancy Aileen. “Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths.” 2015. Web. 28 Oct 2020.

Vancouver:

McNee NA. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2020 Oct 28]. Available from: https://repository.usfca.edu/diss/126.

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

Council of Science Editors:

McNee NA. Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/126

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


University of Texas – Austin

28. -0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms.

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

 The qualitative case study investigated how a Latino bilingual teacher incorporated students' linguistic, cultural, and experiences of the Latina/o community through interactive read alouds during… (more)

Subjects/Keywords: Biliteracy; Bilingualism; Biculturalism; Experiential knowledge; Cultural practices; Latcrit; Continua of biliteracy; Latino; Code switching; Immigration; Dia de los Muertos; Religion; Language ideologies; Language policy; Bilingual teacher; Bilingual education; Interactive read alouds; Parental involvement

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

APA (6th Edition):

-0882-5333. (2017). Interactive read alouds : developing literacy in bilingual second grade classrooms. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60410

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

Chicago Manual of Style (16th Edition):

-0882-5333. “Interactive read alouds : developing literacy in bilingual second grade classrooms.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed October 28, 2020. http://hdl.handle.net/2152/60410.

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

MLA Handbook (7th Edition):

-0882-5333. “Interactive read alouds : developing literacy in bilingual second grade classrooms.” 2017. Web. 28 Oct 2020.

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

Vancouver:

-0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/2152/60410.

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

Council of Science Editors:

-0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60410

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


University of North Texas

29. Babino, Alexandra. A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools.

Degree: 2015, University of North Texas

 With the increase in emergent bilinguals and higher standards for all, the challenge for educational stakeholders is to fully utilize dual language programs as a… (more)

Subjects/Keywords: dual language; biliteracy; program implementation; Education, Bilingual  – United States  – Case Studies.; Hispanic American students  – Education (Elementary)  – Case studies.; Reading (Elementary)  – Case studies.

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

APA (6th Edition):

Babino, A. (2015). A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804910/

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):

Babino, Alexandra. “A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools.” 2015. Thesis, University of North Texas. Accessed October 28, 2020. https://digital.library.unt.edu/ark:/67531/metadc804910/.

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

MLA Handbook (7th Edition):

Babino, Alexandra. “A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools.” 2015. Web. 28 Oct 2020.

Vancouver:

Babino A. A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Oct 28]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804910/.

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

Council of Science Editors:

Babino A. A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804910/

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


AUT University

30. Ball, Christine Edith. The richness diversity brings: diverse languages and literacies in early childhood education .

Degree: 2012, AUT University

 Both the children who attend and the teaching staff in Auckland early childhood services are increasingly linguistically diverse. The literature has established that the continuing… (more)

Subjects/Keywords: Early childhood education; Bilingualism and biliteracy; Culturally and linguistically diverse children; Nurturing home languages; Te Whaariki ECE curriculum; Linguistically responsive pedagogy; Aotearoa New Zealand; Monolingual discourse; Teaching strategies; Sociocultural theory

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

APA (6th Edition):

Ball, C. E. (2012). The richness diversity brings: diverse languages and literacies in early childhood education . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4752

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):

Ball, Christine Edith. “The richness diversity brings: diverse languages and literacies in early childhood education .” 2012. Thesis, AUT University. Accessed October 28, 2020. http://hdl.handle.net/10292/4752.

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

MLA Handbook (7th Edition):

Ball, Christine Edith. “The richness diversity brings: diverse languages and literacies in early childhood education .” 2012. Web. 28 Oct 2020.

Vancouver:

Ball CE. The richness diversity brings: diverse languages and literacies in early childhood education . [Internet] [Thesis]. AUT University; 2012. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10292/4752.

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

Council of Science Editors:

Ball CE. The richness diversity brings: diverse languages and literacies in early childhood education . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4752

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

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