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You searched for subject:(English Only). Showing records 1 – 16 of 16 total matches.

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Brigham Young University

1. Shvidko, Elena Vladimirovna. Students' Perspectives on Language Use Outside the Classroom in an Intensive English Program.

Degree: MA, 2012, Brigham Young University

  The purposes of this study were to 1) explore student attitudes toward the English-only environment in an intensive English program, and 2) find factors… (more)

Subjects/Keywords: English-only; L1 use; outside the classroom; intensive English program; Linguistics

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APA (6th Edition):

Shvidko, E. V. (2012). Students' Perspectives on Language Use Outside the Classroom in an Intensive English Program. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4114&context=etd

Chicago Manual of Style (16th Edition):

Shvidko, Elena Vladimirovna. “Students' Perspectives on Language Use Outside the Classroom in an Intensive English Program.” 2012. Masters Thesis, Brigham Young University. Accessed June 25, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4114&context=etd.

MLA Handbook (7th Edition):

Shvidko, Elena Vladimirovna. “Students' Perspectives on Language Use Outside the Classroom in an Intensive English Program.” 2012. Web. 25 Jun 2019.

Vancouver:

Shvidko EV. Students' Perspectives on Language Use Outside the Classroom in an Intensive English Program. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Jun 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4114&context=etd.

Council of Science Editors:

Shvidko EV. Students' Perspectives on Language Use Outside the Classroom in an Intensive English Program. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4114&context=etd


Brigham Young University

2. Moore, Alhyaba Encinas. Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP.

Degree: MA, 2016, Brigham Young University

 In an effort to immerse learners in the target language, many IEPs in the U.S. hold fast to inflexible English Only policies (Auerbach, 1993; McMillan… (more)

Subjects/Keywords: intensive English programs; English only; learner autonomy; expect excellence initiatives; Linguistics

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APA (6th Edition):

Moore, A. E. (2016). Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7582&context=etd

Chicago Manual of Style (16th Edition):

Moore, Alhyaba Encinas. “Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP.” 2016. Masters Thesis, Brigham Young University. Accessed June 25, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7582&context=etd.

MLA Handbook (7th Edition):

Moore, Alhyaba Encinas. “Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP.” 2016. Web. 25 Jun 2019.

Vancouver:

Moore AE. Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2019 Jun 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7582&context=etd.

Council of Science Editors:

Moore AE. Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7582&context=etd


Penn State University

3. Bunten, Bridget Anne Conlon. Voices of the Classroom Policymakers: Teachers Make Sense of an English-only Policy.

Degree: PhD, Curriculum and Instruction, 2010, Penn State University

 ABSTRACT American public schools represent the cultural and linguistic diversification of the United States population. Teachers across the country are more and more likely to… (more)

Subjects/Keywords: educational policy; English-only policy; teacher sensemaking; bilingual education

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APA (6th Edition):

Bunten, B. A. C. (2010). Voices of the Classroom Policymakers: Teachers Make Sense of an English-only Policy. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11111

Chicago Manual of Style (16th Edition):

Bunten, Bridget Anne Conlon. “Voices of the Classroom Policymakers: Teachers Make Sense of an English-only Policy.” 2010. Doctoral Dissertation, Penn State University. Accessed June 25, 2019. https://etda.libraries.psu.edu/catalog/11111.

MLA Handbook (7th Edition):

Bunten, Bridget Anne Conlon. “Voices of the Classroom Policymakers: Teachers Make Sense of an English-only Policy.” 2010. Web. 25 Jun 2019.

Vancouver:

Bunten BAC. Voices of the Classroom Policymakers: Teachers Make Sense of an English-only Policy. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Jun 25]. Available from: https://etda.libraries.psu.edu/catalog/11111.

Council of Science Editors:

Bunten BAC. Voices of the Classroom Policymakers: Teachers Make Sense of an English-only Policy. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11111


University of Notre Dame

4. Kevin Anthony Estep. Constructing a Language Problem: Paternalism, Power Devaluation, and the Legitimation of Nativism in the English-only Movement</h1>.

Degree: MA, Sociology, 2013, University of Notre Dame

  Between 1984 and 2010, the “English-only” movement successfully lobbied for legislation to make English the official language of 24 states and to restrict bilingual… (more)

Subjects/Keywords: status politics; language policy; English-only; symbolic politics; social movements; immigration

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APA (6th Edition):

Estep, K. A. (2013). Constructing a Language Problem: Paternalism, Power Devaluation, and the Legitimation of Nativism in the English-only Movement</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/bn999595z0n

Chicago Manual of Style (16th Edition):

Estep, Kevin Anthony. “Constructing a Language Problem: Paternalism, Power Devaluation, and the Legitimation of Nativism in the English-only Movement</h1>.” 2013. Masters Thesis, University of Notre Dame. Accessed June 25, 2019. https://curate.nd.edu/show/bn999595z0n.

MLA Handbook (7th Edition):

Estep, Kevin Anthony. “Constructing a Language Problem: Paternalism, Power Devaluation, and the Legitimation of Nativism in the English-only Movement</h1>.” 2013. Web. 25 Jun 2019.

Vancouver:

Estep KA. Constructing a Language Problem: Paternalism, Power Devaluation, and the Legitimation of Nativism in the English-only Movement</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2013. [cited 2019 Jun 25]. Available from: https://curate.nd.edu/show/bn999595z0n.

Council of Science Editors:

Estep KA. Constructing a Language Problem: Paternalism, Power Devaluation, and the Legitimation of Nativism in the English-only Movement</h1>. [Masters Thesis]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/bn999595z0n

5. Brown, Donathan Lawrence. ?Vecinos o Enemigos?: Latino National Identity and the Debate over English as the National Language.

Degree: 2012, Texas A&M University

 The intersection of race, rhetoric and public policy, particularly pertaining to Latino politics, is a growing area of development. Albeit historically, most immigrants to America… (more)

Subjects/Keywords: Latino politics; English-only; National Language

…5 13 22 32 UNITY OR FRAGMENTATION? AMERICAS FIRST AND SECOND WAVE OF ENGLISH-ONLY… …policymaking process. A rhetorical study of the 2006 Senate English- 3 only debate, an episode in… …sensors, satellites, radar coverage and cameras. However, Senator Inhofe‘s English-only… …rhetorical study of the 2006 Senate English-only debate will unveil the shaping of ―American… …as a policy ―problem,‖ justifying proponents English-only policy solution. As a nation… 

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

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APA (6th Edition):

Brown, D. L. (2012). ?Vecinos o Enemigos?: Latino National Identity and the Debate over English as the National Language. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9237

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):

Brown, Donathan Lawrence. “?Vecinos o Enemigos?: Latino National Identity and the Debate over English as the National Language.” 2012. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9237.

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

MLA Handbook (7th Edition):

Brown, Donathan Lawrence. “?Vecinos o Enemigos?: Latino National Identity and the Debate over English as the National Language.” 2012. Web. 25 Jun 2019.

Vancouver:

Brown DL. ?Vecinos o Enemigos?: Latino National Identity and the Debate over English as the National Language. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9237.

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

Council of Science Editors:

Brown DL. ?Vecinos o Enemigos?: Latino National Identity and the Debate over English as the National Language. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9237

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


Georgia State University

6. Heimbauer, Lisa A. Perception of Synthetic Speech by a Language-Trained Chimpanzee (Pan troglodytes).

Degree: MA, Psychology, 2009, Georgia State University

 Ability of human listeners to understand altered speech is argued as evidence of uniquely human processing abilities, but early auditory experience also may contribute to… (more)

Subjects/Keywords: noise-vocoded speech; voiced-only speech; whispered speech; acoustic cues; English comprehension; human evolution; enculturation; chimpanzees; speech perception; Psychology

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APA (6th Edition):

Heimbauer, L. A. (2009). Perception of Synthetic Speech by a Language-Trained Chimpanzee (Pan troglodytes). (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_theses/57

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):

Heimbauer, Lisa A. “Perception of Synthetic Speech by a Language-Trained Chimpanzee (Pan troglodytes).” 2009. Thesis, Georgia State University. Accessed June 25, 2019. https://scholarworks.gsu.edu/psych_theses/57.

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

MLA Handbook (7th Edition):

Heimbauer, Lisa A. “Perception of Synthetic Speech by a Language-Trained Chimpanzee (Pan troglodytes).” 2009. Web. 25 Jun 2019.

Vancouver:

Heimbauer LA. Perception of Synthetic Speech by a Language-Trained Chimpanzee (Pan troglodytes). [Internet] [Thesis]. Georgia State University; 2009. [cited 2019 Jun 25]. Available from: https://scholarworks.gsu.edu/psych_theses/57.

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

Council of Science Editors:

Heimbauer LA. Perception of Synthetic Speech by a Language-Trained Chimpanzee (Pan troglodytes). [Thesis]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/psych_theses/57

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


University of Illinois – Urbana-Champaign

7. Rojas Villasanti, Analia Soledad. Monolingual policies in the EFL/bilingual classroom: teachers' perceptions of and beliefs about L1/L2 use.

Degree: MA, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 Second and foreign language programs often adopt monolingual pedagogies that promote strict language separation of the L1 and L2, with the intent of maximizing students'… (more)

Subjects/Keywords: language policies; English-only; bilingual education; bilingualism; EFL teaching; translanguaging; bilingual pedagogies; language functions; educators' perceptions

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APA (6th Edition):

Rojas Villasanti, A. S. (2016). Monolingual policies in the EFL/bilingual classroom: teachers' perceptions of and beliefs about L1/L2 use. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90593

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):

Rojas Villasanti, Analia Soledad. “Monolingual policies in the EFL/bilingual classroom: teachers' perceptions of and beliefs about L1/L2 use.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed June 25, 2019. http://hdl.handle.net/2142/90593.

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

MLA Handbook (7th Edition):

Rojas Villasanti, Analia Soledad. “Monolingual policies in the EFL/bilingual classroom: teachers' perceptions of and beliefs about L1/L2 use.” 2016. Web. 25 Jun 2019.

Vancouver:

Rojas Villasanti AS. Monolingual policies in the EFL/bilingual classroom: teachers' perceptions of and beliefs about L1/L2 use. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2142/90593.

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

Council of Science Editors:

Rojas Villasanti AS. Monolingual policies in the EFL/bilingual classroom: teachers' perceptions of and beliefs about L1/L2 use. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90593

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


Brigham Young University

8. Tavares, Sharon Lynn. Filling the Halls with English: Creating Self-Regulated Learners Through Co-Curricular Activities.

Degree: MA, 2012, Brigham Young University

  This project investigates the benefits and practicality of applying Zimmerman's (1994) dimensions of self-regulated learning to co-curricular activities so as to increase students' willingness… (more)

Subjects/Keywords: ESL; English-only; Self-regulation; motivation; social environment; physical environment; extracurricular activities; co-curricular activities; Linguistics

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APA (6th Edition):

Tavares, S. L. (2012). Filling the Halls with English: Creating Self-Regulated Learners Through Co-Curricular Activities. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4106&context=etd

Chicago Manual of Style (16th Edition):

Tavares, Sharon Lynn. “Filling the Halls with English: Creating Self-Regulated Learners Through Co-Curricular Activities.” 2012. Masters Thesis, Brigham Young University. Accessed June 25, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4106&context=etd.

MLA Handbook (7th Edition):

Tavares, Sharon Lynn. “Filling the Halls with English: Creating Self-Regulated Learners Through Co-Curricular Activities.” 2012. Web. 25 Jun 2019.

Vancouver:

Tavares SL. Filling the Halls with English: Creating Self-Regulated Learners Through Co-Curricular Activities. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Jun 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4106&context=etd.

Council of Science Editors:

Tavares SL. Filling the Halls with English: Creating Self-Regulated Learners Through Co-Curricular Activities. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4106&context=etd


Northeastern University

9. Broomhead, Alan. Transitioning to English-only in a university intensive English program: a phenomenological study.

Degree: EdD, School of Education, 2013, Northeastern University

 This qualitative research study investigated how students in university English as a Second Language (ESL) programs experience the transition to English-only methodology. When students move… (more)

Subjects/Keywords: bilingual; code-switching; English as a Second Language; English-only; ESL; intensive English program; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction

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APA (6th Edition):

Broomhead, A. (2013). Transitioning to English-only in a university intensive English program: a phenomenological study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003314

Chicago Manual of Style (16th Edition):

Broomhead, Alan. “Transitioning to English-only in a university intensive English program: a phenomenological study.” 2013. Doctoral Dissertation, Northeastern University. Accessed June 25, 2019. http://hdl.handle.net/2047/d20003314.

MLA Handbook (7th Edition):

Broomhead, Alan. “Transitioning to English-only in a university intensive English program: a phenomenological study.” 2013. Web. 25 Jun 2019.

Vancouver:

Broomhead A. Transitioning to English-only in a university intensive English program: a phenomenological study. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2047/d20003314.

Council of Science Editors:

Broomhead A. Transitioning to English-only in a university intensive English program: a phenomenological study. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003314

10. Potriquet, Ghislain Pierre-Yves. La politique linguistique de l'Etat de New York : The language policy of New York State.

Degree: Docteur es, Études anglophones, 2009, Université Sorbonne Nouvelle – Paris III

La première partie de cette étude est consacrée au cadre institutionnel dans lequel s’élaborent les politiques linguistiques américaines ; la Constitution des États-Unis, ainsi que… (more)

Subjects/Keywords: Politique linguistique; Etat de New York; Immigration russe aux Etats-Unis; Education bilingue; Droits linguistiques; Portoricains; Mouvement "English-only"; Language policy; New York State; Russian immigration to the United States; Bilingual education; Language rights; Puerto Ricans; English-only movement

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APA (6th Edition):

Potriquet, G. P. (2009). La politique linguistique de l'Etat de New York : The language policy of New York State. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2009PA030064

Chicago Manual of Style (16th Edition):

Potriquet, Ghislain Pierre-Yves. “La politique linguistique de l'Etat de New York : The language policy of New York State.” 2009. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed June 25, 2019. http://www.theses.fr/2009PA030064.

MLA Handbook (7th Edition):

Potriquet, Ghislain Pierre-Yves. “La politique linguistique de l'Etat de New York : The language policy of New York State.” 2009. Web. 25 Jun 2019.

Vancouver:

Potriquet GP. La politique linguistique de l'Etat de New York : The language policy of New York State. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2009. [cited 2019 Jun 25]. Available from: http://www.theses.fr/2009PA030064.

Council of Science Editors:

Potriquet GP. La politique linguistique de l'Etat de New York : The language policy of New York State. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2009. Available from: http://www.theses.fr/2009PA030064


Bowling Green State University

11. Morrow, William Judson. ¿Qué va a pasar en el Buckeye State? <i>Pasos hacia inglés como idioma oficial</i>.

Degree: MA, Spanish, 2008, Bowling Green State University

  The following study, through the implementation of a critical discourse analysis, examines the debate concerning English-Only legislation in the state of Ohio. The objective… (more)

Subjects/Keywords: Bilingual Education; Hispanic Americans; Journalism; Language; Linguistics; Mass Media; Minority and Ethnic Groups; Political Science; Sociology; critical discourse analysis; English-only; English Only; new racism; Ohio; Spanish; linguistic rights; immigration; patriotism; survival; latino

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APA (6th Edition):

Morrow, W. J. (2008). ¿Qué va a pasar en el Buckeye State? <i>Pasos hacia inglés como idioma oficial</i>. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1211931412

Chicago Manual of Style (16th Edition):

Morrow, William Judson. “¿Qué va a pasar en el Buckeye State? <i>Pasos hacia inglés como idioma oficial</i>.” 2008. Masters Thesis, Bowling Green State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1211931412.

MLA Handbook (7th Edition):

Morrow, William Judson. “¿Qué va a pasar en el Buckeye State? <i>Pasos hacia inglés como idioma oficial</i>.” 2008. Web. 25 Jun 2019.

Vancouver:

Morrow WJ. ¿Qué va a pasar en el Buckeye State? <i>Pasos hacia inglés como idioma oficial</i>. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1211931412.

Council of Science Editors:

Morrow WJ. ¿Qué va a pasar en el Buckeye State? <i>Pasos hacia inglés como idioma oficial</i>. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1211931412


Texas A&M University

12. Trejo, Martha A. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.

Degree: 2015, Texas A&M University

 This quantitative study is derived from a need to know how the leadership can support the teachers in a Two Way Dual Language (TWDL) program… (more)

Subjects/Keywords: dual language; administrative leadership; English reading; third grade; rural; Two Way Dual Language; Transitional Bilingual; English only; instructional program; language programs; second language acquisition

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APA (6th Edition):

Trejo, M. A. (2015). Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155765

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):

Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/155765.

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

MLA Handbook (7th Edition):

Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Web. 25 Jun 2019.

Vancouver:

Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/155765.

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

Council of Science Editors:

Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155765

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


University of Waterloo

13. Beer, Lacey. Tongues Tide: Translingual Directions for Technologically-Mediated Composing Platforms.

Degree: 2018, University of Waterloo

 This dissertation examines the link between classroom practices, language policies, and writing technologies in a translingual framework. Specifically, in the context of higher education, I… (more)

Subjects/Keywords: translingualism; technology; error; assessment; agency; code-meshing; English-Only policies; translingual theory; translingual practice; ethnographic writing; ethnographic study; MS Word; Google Docs; composing platforms; digital writing technologies

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APA (6th Edition):

Beer, L. (2018). Tongues Tide: Translingual Directions for Technologically-Mediated Composing Platforms. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/13950

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):

Beer, Lacey. “Tongues Tide: Translingual Directions for Technologically-Mediated Composing Platforms.” 2018. Thesis, University of Waterloo. Accessed June 25, 2019. http://hdl.handle.net/10012/13950.

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

MLA Handbook (7th Edition):

Beer, Lacey. “Tongues Tide: Translingual Directions for Technologically-Mediated Composing Platforms.” 2018. Web. 25 Jun 2019.

Vancouver:

Beer L. Tongues Tide: Translingual Directions for Technologically-Mediated Composing Platforms. [Internet] [Thesis]. University of Waterloo; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10012/13950.

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

Council of Science Editors:

Beer L. Tongues Tide: Translingual Directions for Technologically-Mediated Composing Platforms. [Thesis]. University of Waterloo; 2018. Available from: http://hdl.handle.net/10012/13950

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


Brno University of Technology

14. Samek, Josef. Optimální plnění drážky s ohledem na použitou izolaci motoru a pracovního zatížení .

Degree: 2016, Brno University of Technology

Only in English.; Thesis deals with random wound stator - conductors’ distribution in stator slot and its influence on proximity effect (non-uniformity of current distribution)… (more)

Subjects/Keywords: Only in English.; Random wound winding; insulation system; circulating currents; proximity effect; skin effect; finite element method; thermal properties of materials; thermal analysis of PMSM; winding hot spots; heat transfer; Ansys; Maxwell; FEMM; conductor level thermal analysis; conductor level simulation; PMSM machine heat loss distribution.

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

APA (6th Edition):

Samek, J. (2016). Optimální plnění drážky s ohledem na použitou izolaci motoru a pracovního zatížení . (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/63037

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):

Samek, Josef. “Optimální plnění drážky s ohledem na použitou izolaci motoru a pracovního zatížení .” 2016. Thesis, Brno University of Technology. Accessed June 25, 2019. http://hdl.handle.net/11012/63037.

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

MLA Handbook (7th Edition):

Samek, Josef. “Optimální plnění drážky s ohledem na použitou izolaci motoru a pracovního zatížení .” 2016. Web. 25 Jun 2019.

Vancouver:

Samek J. Optimální plnění drážky s ohledem na použitou izolaci motoru a pracovního zatížení . [Internet] [Thesis]. Brno University of Technology; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/11012/63037.

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

Council of Science Editors:

Samek J. Optimální plnění drážky s ohledem na použitou izolaci motoru a pracovního zatížení . [Thesis]. Brno University of Technology; 2016. Available from: http://hdl.handle.net/11012/63037

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


Queensland University of Technology

15. Batt, Deleece. The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia.

Degree: 2003, Queensland University of Technology

Subjects/Keywords: Telematics; Language and languages Study and teaching Western Australia; Japanese language Study and teaching Western Australia Foreign speakers; Japanese language Western Australia Computer-assisted instruction; classroom-centered research; CCR; communicative language teaching; CLT; communicative orientation of language teaching scheme; COLT scheme; computer assisted language learning; second language; L2; second language acquisition; SLA; telematics; virtual learning; thesis; doctoral; CALL; compact disk read only memory; CD-ROM; interaction; interactivity; language other than English; LOTE

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

APA (6th Edition):

Batt, D. (2003). The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36669/

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):

Batt, Deleece. “The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia.” 2003. Thesis, Queensland University of Technology. Accessed June 25, 2019. http://eprints.qut.edu.au/36669/.

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

MLA Handbook (7th Edition):

Batt, Deleece. “The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia.” 2003. Web. 25 Jun 2019.

Vancouver:

Batt D. The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia. [Internet] [Thesis]. Queensland University of Technology; 2003. [cited 2019 Jun 25]. Available from: http://eprints.qut.edu.au/36669/.

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

Council of Science Editors:

Batt D. The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia. [Thesis]. Queensland University of Technology; 2003. Available from: http://eprints.qut.edu.au/36669/

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

16. Park, Hye-Young. Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time.

Degree: PhD, 0215, 2013, University of Illinois – Urbana-Champaign

 This study is situated in the burgeoning body of scholarship on South Korea’s “Early Study Abroad” (ESA) movement and English hegemony and bilingual education, and… (more)

Subjects/Keywords: Korean spirit; Education fever; English fever; Maternal zeal; Educational dilemma in South Korea; Educational migration as upper middle class family strategies; neoliberalism; global capitalism; Parachute kids; Early study-abroad students; educational sojourners; International Students; hegemony of English; U.S. imperial shadow in South Korea; English-Only in the U.S. and U.S. schools; Linguistic imperialism and globalization; South Korean racial and linguistic ideology; Asian model minority and yellow peril; Color mute; White supremacy; assimilation and integration; School ethnography; Cross-cultural clash; Second language learning; Bilingual paradigm; Bicultural identity; Transnational identity; Neoliberal subjectivity

…Chapter Six The English-Only… …163 The History and Ideology of English-Only Policy… …having this experiment work. It was this English-Only policy that most caught my attention when… …encounters another in an American high school that requires all students to speak only English on… …to further investigate the origins and the implications of Joshua’s English-Only policy… 

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

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

APA (6th Edition):

Park, H. (2013). Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45416

Chicago Manual of Style (16th Edition):

Park, Hye-Young. “Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 25, 2019. http://hdl.handle.net/2142/45416.

MLA Handbook (7th Edition):

Park, Hye-Young. “Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time.” 2013. Web. 25 Jun 2019.

Vancouver:

Park H. Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2142/45416.

Council of Science Editors:

Park H. Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45416

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