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You searched for subject:(English language Study AND teaching California San Bernardino County Foreign speakers). Showing records 1 – 30 of 19663 total matches.

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California State University – San Bernardino

1. Musson, Wesley George. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.

Degree: MAin Education, Education, 2004, California State University – San Bernardino

The purpose of this study is to ascertain whether or not the implementation of Proposition 227 has been effective for advancing the English language acquisition needs of English Learners in the Inland Empire.

Subjects/Keywords: California Proposition 227 (1998); English language  – Study and teaching  – California  – San Bernardino County  – Foreign speakers; Bilingual Education  – California  – San Bernardino County; Hispanic American youth  – Education; Linguistic minorities  – Education  – California  – San Bernardino; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Musson, W. G. (2004). An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2763

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):

Musson, Wesley George. “An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.” 2004. Thesis, California State University – San Bernardino. Accessed January 18, 2021. https://scholarworks.lib.csusb.edu/etd-project/2763.

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

MLA Handbook (7th Edition):

Musson, Wesley George. “An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire.” 2004. Web. 18 Jan 2021.

Vancouver:

Musson WG. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2021 Jan 18]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2763.

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

Council of Science Editors:

Musson WG. An evaluation of the effectiveness of Proposition 227's implementation in the Inland Empire. [Thesis]. California State University – San Bernardino; 2004. Available from: https://scholarworks.lib.csusb.edu/etd-project/2763

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


California State University – San Bernardino

2. Hernández, Violeta Erendira. Making sense of nonsense.

Degree: MAin Education, Education, 2006, California State University – San Bernardino

 The project focuses on the creation of supplemental teaching materials that can be used to support reading and writing activities in the science content curriculum… (more)

Subjects/Keywords: English language Study and teaching (Elementary) Foreign speakers; Education; Bilingual California San Bernardino County; Science Study and teaching (Elementary) Foreign speakers; Education; Bilingual; English language Study and teaching (Elementary) Foreign speakers.; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Hernández, V. E. (2006). Making sense of nonsense. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3175

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):

Hernández, Violeta Erendira. “Making sense of nonsense.” 2006. Thesis, California State University – San Bernardino. Accessed January 18, 2021. https://scholarworks.lib.csusb.edu/etd-project/3175.

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

MLA Handbook (7th Edition):

Hernández, Violeta Erendira. “Making sense of nonsense.” 2006. Web. 18 Jan 2021.

Vancouver:

Hernández VE. Making sense of nonsense. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2021 Jan 18]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3175.

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

Council of Science Editors:

Hernández VE. Making sense of nonsense. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/3175

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


California State University – San Bernardino

3. Cecil, Margaret Celia. Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector.

Degree: MAin English Composition, English, 2004, California State University – San Bernardino

 This thesis explores the need for a professional writing track in the Master of Arts in English composition program at California State UnIversity, San Bernardino.… (more)

Subjects/Keywords: California State University San Bernardino Department of English; English language  – Style; English language  – Study and teaching (Higher); Writing  – Evaluation; Critical thinking  – Composition; Composition (Language arts); English language  – Study and teaching (Higher)  – Foreign speakers; Rhetoric and Composition

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APA (6th Edition):

Cecil, M. C. (2004). Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2774

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):

Cecil, Margaret Celia. “Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector.” 2004. Thesis, California State University – San Bernardino. Accessed January 18, 2021. https://scholarworks.lib.csusb.edu/etd-project/2774.

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

MLA Handbook (7th Edition):

Cecil, Margaret Celia. “Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector.” 2004. Web. 18 Jan 2021.

Vancouver:

Cecil MC. Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2021 Jan 18]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2774.

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

Council of Science Editors:

Cecil MC. Professional writing: How California State University, San Bernardino's Master of Arts in English Composition can prepare graduates for careers in the public sector. [Thesis]. California State University – San Bernardino; 2004. Available from: https://scholarworks.lib.csusb.edu/etd-project/2774

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

4. Kontra, Edit Hegybíró. The need for a culture-sensitive approach to teacher education in English as a foreign language.

Degree: PhD, University of Glamorgan, 2012, University of South Wales

 The aim of this Portfolio is to provide insight into some characteristics of I lungarian learners of English, and to use this as evidence in… (more)

Subjects/Keywords: English language - Study and teaching - Foreign speakers

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APA (6th Edition):

Kontra, E. H. (2012). The need for a culture-sensitive approach to teacher education in English as a foreign language. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/600

Chicago Manual of Style (16th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Doctoral Dissertation, University of South Wales. Accessed January 18, 2021. http://hdl.handle.net/10265/600.

MLA Handbook (7th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Web. 18 Jan 2021.

Vancouver:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10265/600.

Council of Science Editors:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Doctoral Dissertation]. University of South Wales; 2012. Available from: http://hdl.handle.net/10265/600


Florida State University

5. Peters, Sabine U. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.

Degree: PhD, Educational Psychology and Learning Systems, 2015, Florida State University

 Learning to speak a foreign language can be a difficult and time-consuming endeavor, involving verbal exchanges in a target language. It is a process that… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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APA (6th Edition):

Peters, S. U. (2015). Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;

Chicago Manual of Style (16th Edition):

Peters, Sabine U. “Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.” 2015. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;.

MLA Handbook (7th Edition):

Peters, Sabine U. “Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.” 2015. Web. 18 Jan 2021.

Vancouver:

Peters SU. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;.

Council of Science Editors:

Peters SU. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;


Florida State University

6. Tawfeeq, Wasan Azeez. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.

Degree: PhD, Teacher Education, 2018, Florida State University

 This study centers on maintaining motivation in second language learning (SLL), by exploring Directed Motivational Currents (DMCs), a recently conceptualized phenomenon theorized by Professor Dornyei… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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APA (6th Edition):

Tawfeeq, W. A. (2018). The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;

Chicago Manual of Style (16th Edition):

Tawfeeq, Wasan Azeez. “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” 2018. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;.

MLA Handbook (7th Edition):

Tawfeeq, Wasan Azeez. “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” 2018. Web. 18 Jan 2021.

Vancouver:

Tawfeeq WA. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;.

Council of Science Editors:

Tawfeeq WA. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;


Florida State University

7. Eom, Mijin. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.

Degree: PhD, Teacher Education, 2018, Florida State University

This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning and development. It investigated how a… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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APA (6th Edition):

Eom, M. (2018). The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;

Chicago Manual of Style (16th Edition):

Eom, Mijin. “The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.” 2018. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;.

MLA Handbook (7th Edition):

Eom, Mijin. “The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.” 2018. Web. 18 Jan 2021.

Vancouver:

Eom M. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;.

Council of Science Editors:

Eom M. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;


Columbia University

8. Rodriguez, Olga. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.

Degree: 2013, Columbia University

 Due in large part to their open access and affordability, community colleges have long played a central role in providing students with immigrant backgrounds who… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers

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APA (6th Edition):

Rodriguez, O. (2013). Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8RF6264

Chicago Manual of Style (16th Edition):

Rodriguez, Olga. “Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.” 2013. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D8RF6264.

MLA Handbook (7th Edition):

Rodriguez, Olga. “Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.” 2013. Web. 18 Jan 2021.

Vancouver:

Rodriguez O. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D8RF6264.

Council of Science Editors:

Rodriguez O. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8RF6264


Central Connecticut State University

9. Russo, Mary-Beth, 1959-. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.

Degree: Department of Educational Leadership, 2016, Central Connecticut State University

Across the nation, the number of English Language Learners (ELLs) in grades K-12 is steadily increasing, however, ELLs perform significantly lower on standardized assessments as… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers.

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APA (6th Edition):

Russo, Mary-Beth, 1. (2016). Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2377

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):

Russo, Mary-Beth, 1959-. “Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.” 2016. Thesis, Central Connecticut State University. Accessed January 18, 2021. http://content.library.ccsu.edu/u?/ccsutheses,2377.

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

MLA Handbook (7th Edition):

Russo, Mary-Beth, 1959-. “Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.” 2016. Web. 18 Jan 2021.

Vancouver:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2021 Jan 18]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2377.

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

Council of Science Editors:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2377

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


University of Victoria

10. Saif, Shahrzad. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.

Degree: Department of Linguistics, 2018, University of Victoria

 Researchers' and educators' recognition of the positive/negative effects of tests on teaching and learning activities goes back at least four decades. However, this phenomenon, referred… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers; Textbooks for foreign speakers

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APA (6th Edition):

Saif, S. (2018). Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8990

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):

Saif, Shahrzad. “Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.” 2018. Thesis, University of Victoria. Accessed January 18, 2021. https://dspace.library.uvic.ca//handle/1828/8990.

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

MLA Handbook (7th Edition):

Saif, Shahrzad. “Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.” 2018. Web. 18 Jan 2021.

Vancouver:

Saif S. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. [Internet] [Thesis]. University of Victoria; 2018. [cited 2021 Jan 18]. Available from: https://dspace.library.uvic.ca//handle/1828/8990.

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

Council of Science Editors:

Saif S. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/8990

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


Oregon State University

11. Díaz, Guadalupe. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.

Degree: PhD, Human Development and Family , 2016, Oregon State University

English Language Learners (ELLs) represent a culturally and linguistically diverse population in US schools. ELLs enter kindergarten with a range of academic and self-regulation skills,… (more)

Subjects/Keywords: English Language Learners; English language  – Study and teaching  – Foreign speakers

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APA (6th Edition):

Díaz, G. (2016). The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/59741

Chicago Manual of Style (16th Edition):

Díaz, Guadalupe. “The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.” 2016. Doctoral Dissertation, Oregon State University. Accessed January 18, 2021. http://hdl.handle.net/1957/59741.

MLA Handbook (7th Edition):

Díaz, Guadalupe. “The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.” 2016. Web. 18 Jan 2021.

Vancouver:

Díaz G. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1957/59741.

Council of Science Editors:

Díaz G. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. [Doctoral Dissertation]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59741


University of Johannesburg

12. Moyo, Joseph. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.

Degree: 2010, University of Johannesburg

M.A.

The movement of former township learners to suburban schools has resulted in more non-native learners taking English as a Home Language (EHL). In some… (more)

Subjects/Keywords: English language study and teaching; English language and foreign speakers

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APA (6th Edition):

Moyo, J. (2010). A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3155

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):

Moyo, Joseph. “A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.” 2010. Thesis, University of Johannesburg. Accessed January 18, 2021. http://hdl.handle.net/10210/3155.

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

MLA Handbook (7th Edition):

Moyo, Joseph. “A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.” 2010. Web. 18 Jan 2021.

Vancouver:

Moyo J. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10210/3155.

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

Council of Science Editors:

Moyo J. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3155

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


Michigan State University

13. Adhikari, Kunti. Factors Influencing the selection of teaching methods in an EFL context.

Degree: 2017, Michigan State University

"This study investigates the factors influencing the selection of English language teaching methods in a Nepalese EFL context."  – Abstract.

Online resource;

Advisors/Committee Members: Winke, Paula, Polio, Charlene.

Subjects/Keywords: English language – Study and teaching – Foreign speakers; English as a second language; Foreign language education

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APA (6th Edition):

Adhikari, K. (2017). Factors Influencing the selection of teaching methods in an EFL context. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6703

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):

Adhikari, Kunti. “Factors Influencing the selection of teaching methods in an EFL context.” 2017. Thesis, Michigan State University. Accessed January 18, 2021. http://etd.lib.msu.edu/islandora/object/etd:6703.

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

MLA Handbook (7th Edition):

Adhikari, Kunti. “Factors Influencing the selection of teaching methods in an EFL context.” 2017. Web. 18 Jan 2021.

Vancouver:

Adhikari K. Factors Influencing the selection of teaching methods in an EFL context. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 Jan 18]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6703.

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

Council of Science Editors:

Adhikari K. Factors Influencing the selection of teaching methods in an EFL context. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:6703

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


Latrobe University

14. Ahmad Zainuddin, Shahiza. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.

Degree: PhD, 2012, Latrobe University

Thesis (Ph.D.) - La Trobe University, 2012

Submission note: "A thesis submitted in a total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] Faculty of Education (Bundoora), La Trobe University, Victoria".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers.; Students  – Malaysia  – Attitudes.; English language  – Study and teaching  – Foreign speakers  – Evaluation.

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APA (6th Edition):

Ahmad Zainuddin, S. (2012). Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/501702

Chicago Manual of Style (16th Edition):

Ahmad Zainuddin, Shahiza. “Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.” 2012. Doctoral Dissertation, Latrobe University. Accessed January 18, 2021. http://hdl.handle.net/1959.9/501702.

MLA Handbook (7th Edition):

Ahmad Zainuddin, Shahiza. “Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.” 2012. Web. 18 Jan 2021.

Vancouver:

Ahmad Zainuddin S. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. [Internet] [Doctoral dissertation]. Latrobe University; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1959.9/501702.

Council of Science Editors:

Ahmad Zainuddin S. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. [Doctoral Dissertation]. Latrobe University; 2012. Available from: http://hdl.handle.net/1959.9/501702


Massey University

15. Đặng, Thị Vân Anh. Changes in beliefs of pre-service teachers in an ESP teacher education programme in Vietnam.

Degree: PhD, Education, 2019, Massey University

 Pre-service English for Specific Purposes (ESP) teachers’ belief change has been under-researched, so little is known about how and why their beliefs change over their… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers; Vietnam; English teachers; Attitudes

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APA (6th Edition):

Đặng, T. V. A. (2019). Changes in beliefs of pre-service teachers in an ESP teacher education programme in Vietnam. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/15708

Chicago Manual of Style (16th Edition):

Đặng, Thị Vân Anh. “Changes in beliefs of pre-service teachers in an ESP teacher education programme in Vietnam.” 2019. Doctoral Dissertation, Massey University. Accessed January 18, 2021. http://hdl.handle.net/10179/15708.

MLA Handbook (7th Edition):

Đặng, Thị Vân Anh. “Changes in beliefs of pre-service teachers in an ESP teacher education programme in Vietnam.” 2019. Web. 18 Jan 2021.

Vancouver:

Đặng TVA. Changes in beliefs of pre-service teachers in an ESP teacher education programme in Vietnam. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10179/15708.

Council of Science Editors:

Đặng TVA. Changes in beliefs of pre-service teachers in an ESP teacher education programme in Vietnam. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/15708


Utah Valley University

16. Burgon, Natalie Palmer. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.

Degree: 2016, Utah Valley University

Due to the increasing number of English language learners (ELLs) entering our schools, additional support is needed in providing the skills they need to be successful. This project is a set of informative materials and supplementary instructional materials for volunteers to use while working with ELLs.

119 p.

Subjects/Keywords: English language – Study and teaching – Foreign speakers; Teaching – Aids and devices

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APA (6th Edition):

Burgon, N. P. (2016). Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,693

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):

Burgon, Natalie Palmer. “Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.” 2016. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,693.

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

MLA Handbook (7th Edition):

Burgon, Natalie Palmer. “Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.” 2016. Web. 18 Jan 2021.

Vancouver:

Burgon NP. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,693.

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

Council of Science Editors:

Burgon NP. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,693

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

17. Altamimi, Ali K. Improving English pronunciation among Arabic EFL school-age students using minimal pairs.

Degree: 2015, SUNY College at Fredonia

 This study investigated whether the use of the minimal pairs’ strategy improves English pronunciation of unfamiliar consonant sounds for native Arab student in a 2nd… (more)

Subjects/Keywords: English language  – Phonology.; English language  – Pronunciation.; Speech.; English language  – Study and teaching  – Foreign speakers.

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APA (6th Edition):

Altamimi, A. K. (2015). Improving English pronunciation among Arabic EFL school-age students using minimal pairs. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65691

Chicago Manual of Style (16th Edition):

Altamimi, Ali K. “Improving English pronunciation among Arabic EFL school-age students using minimal pairs. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed January 18, 2021. http://hdl.handle.net/1951/65691.

MLA Handbook (7th Edition):

Altamimi, Ali K. “Improving English pronunciation among Arabic EFL school-age students using minimal pairs. ” 2015. Web. 18 Jan 2021.

Vancouver:

Altamimi AK. Improving English pronunciation among Arabic EFL school-age students using minimal pairs. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1951/65691.

Council of Science Editors:

Altamimi AK. Improving English pronunciation among Arabic EFL school-age students using minimal pairs. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65691


Texas Christian University

18. Ma, Jingjing. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.

Degree: 2015, Texas Christian University

 The present study aimed to investigate the characteristics of, the relationship between, and the effects of gender, age, and prior schooling on newcomer English language(more)

Subjects/Keywords: Chemistry Study and teaching (Secondary) Foreign speakers.; Science Study and teaching (Secondary) Foreign speakers.; Academic language.; English language Study and teaching (Secondary) Foreign speakers.; Limited English-proficient students.

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APA (6th Edition):

Ma, J. (2015). Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/10241

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):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Thesis, Texas Christian University. Accessed January 18, 2021. https://repository.tcu.edu/handle/116099117/10241.

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

MLA Handbook (7th Edition):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Web. 18 Jan 2021.

Vancouver:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Internet] [Thesis]. Texas Christian University; 2015. [cited 2021 Jan 18]. Available from: https://repository.tcu.edu/handle/116099117/10241.

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

Council of Science Editors:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Thesis]. Texas Christian University; 2015. Available from: https://repository.tcu.edu/handle/116099117/10241

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


Utah Valley University

19. Rojas, Lauren Hill. Effects of First Language Development on Second Language Acquisition among English Language Learners.

Degree: 2011, Utah Valley University

This is a mixed-methods study to analyze the effects that first language acquisition has on learning a second languages. The study focuses on native Spanish-speaking… (more)

Subjects/Keywords: Education, Secondary; English language – Study and teaching – Foreign speakers; Dissertations, Academic

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APA (6th Edition):

Rojas, L. H. (2011). Effects of First Language Development on Second Language Acquisition among English Language Learners. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,562

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, Lauren Hill. “Effects of First Language Development on Second Language Acquisition among English Language Learners.” 2011. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,562.

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

MLA Handbook (7th Edition):

Rojas, Lauren Hill. “Effects of First Language Development on Second Language Acquisition among English Language Learners.” 2011. Web. 18 Jan 2021.

Vancouver:

Rojas LH. Effects of First Language Development on Second Language Acquisition among English Language Learners. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,562.

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

Council of Science Editors:

Rojas LH. Effects of First Language Development on Second Language Acquisition among English Language Learners. [Thesis]. Utah Valley University; 2011. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,562

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


Utah Valley University

20. Rosenbeck, Zoe H. Learning from Teachers of English Language Learners: An Instrumental Case Study.

Degree: 2014, Utah Valley University

As immigrant students move into US schools, the typical classroom is becoming increasingly diverse and teachers are faced with the unique challenge of addressing the… (more)

Subjects/Keywords: Education; English language – Study and teaching – Foreign speakers

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APA (6th Edition):

Rosenbeck, Z. H. (2014). Learning from Teachers of English Language Learners: An Instrumental Case Study. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,658

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):

Rosenbeck, Zoe H. “Learning from Teachers of English Language Learners: An Instrumental Case Study.” 2014. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,658.

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

MLA Handbook (7th Edition):

Rosenbeck, Zoe H. “Learning from Teachers of English Language Learners: An Instrumental Case Study.” 2014. Web. 18 Jan 2021.

Vancouver:

Rosenbeck ZH. Learning from Teachers of English Language Learners: An Instrumental Case Study. [Internet] [Thesis]. Utah Valley University; 2014. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,658.

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

Council of Science Editors:

Rosenbeck ZH. Learning from Teachers of English Language Learners: An Instrumental Case Study. [Thesis]. Utah Valley University; 2014. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,658

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


Utah Valley University

21. Benson, Regan C. Reading Aloud and Close Read Project to Increase Independent Reading Comprehension.

Degree: 2016, Utah Valley University

This project introduces reading comprehension strategies through reading aloud and reinforces those strategies through a close read. From the literature, it has been determined that… (more)

Subjects/Keywords: Education; English language – Study and teaching – Foreign speakers; Reading comprehension

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APA (6th Edition):

Benson, R. C. (2016). Reading Aloud and Close Read Project to Increase Independent Reading Comprehension. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,681

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):

Benson, Regan C. “Reading Aloud and Close Read Project to Increase Independent Reading Comprehension.” 2016. Thesis, Utah Valley University. Accessed January 18, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,681.

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

MLA Handbook (7th Edition):

Benson, Regan C. “Reading Aloud and Close Read Project to Increase Independent Reading Comprehension.” 2016. Web. 18 Jan 2021.

Vancouver:

Benson RC. Reading Aloud and Close Read Project to Increase Independent Reading Comprehension. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Jan 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,681.

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

Council of Science Editors:

Benson RC. Reading Aloud and Close Read Project to Increase Independent Reading Comprehension. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,681

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


Columbia University

22. Reddington, Elizabeth. Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices.

Degree: 2020, Columbia University

 While much research on teaching has focused on what teachers know, less attention has been devoted to understanding what they actually do. This empirical absence… (more)

Subjects/Keywords: Linguistics; Education; English language – Study and teaching – Foreign speakers; Immigrants – Education

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APA (6th Edition):

Reddington, E. (2020). Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-r45m-9s44

Chicago Manual of Style (16th Edition):

Reddington, Elizabeth. “Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices.” 2020. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/d8-r45m-9s44.

MLA Handbook (7th Edition):

Reddington, Elizabeth. “Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices.” 2020. Web. 18 Jan 2021.

Vancouver:

Reddington E. Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/d8-r45m-9s44.

Council of Science Editors:

Reddington E. Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-r45m-9s44


Columbia University

23. Tadic, Nada. Diversity in the Adult ESL Classroom.

Degree: 2020, Columbia University

 For more than half a century, education researchers have strived to understand, accommodate, and promote diversity in primary and secondary classrooms, generating a wealth of… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers; Multicultural education; Adult education

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APA (6th Edition):

Tadic, N. (2020). Diversity in the Adult ESL Classroom. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-bptk-e436

Chicago Manual of Style (16th Edition):

Tadic, Nada. “Diversity in the Adult ESL Classroom.” 2020. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/d8-bptk-e436.

MLA Handbook (7th Edition):

Tadic, Nada. “Diversity in the Adult ESL Classroom.” 2020. Web. 18 Jan 2021.

Vancouver:

Tadic N. Diversity in the Adult ESL Classroom. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/d8-bptk-e436.

Council of Science Editors:

Tadic N. Diversity in the Adult ESL Classroom. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-bptk-e436


Florida State University

24. Ryu, Jung. Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century.

Degree: EdD, Teacher Education, 2015, Florida State University

 Literacy in the 21st century is not confined to communication based on reading and writing only print texts. New literacies include multimedia projects and multimodal… (more)

Subjects/Keywords: Education; English language; Study and teaching; Foreign speakers; Education (Secondary)

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APA (6th Edition):

Ryu, J. (2015). Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9444 ;

Chicago Manual of Style (16th Edition):

Ryu, Jung. “Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century.” 2015. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9444 ;.

MLA Handbook (7th Edition):

Ryu, Jung. “Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century.” 2015. Web. 18 Jan 2021.

Vancouver:

Ryu J. Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9444 ;.

Council of Science Editors:

Ryu J. Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9444 ;


Florida State University

25. Farrington, Amber L. The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth.

Degree: PhD, Psychology, 2016, Florida State University

 Children who are native Spanish-speaking Language Minority Youth (LMY) comprise the fastest growing population of students in the United States. In addition, these children lag… (more)

Subjects/Keywords: Psychology; Early childhood education; English language; Study and teaching; Foreign speakers

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APA (6th Edition):

Farrington, A. L. (2016). The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Farrington_fsu_0071E_13393 ;

Chicago Manual of Style (16th Edition):

Farrington, Amber L. “The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth.” 2016. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/FSU_2016SU_Farrington_fsu_0071E_13393 ;.

MLA Handbook (7th Edition):

Farrington, Amber L. “The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth.” 2016. Web. 18 Jan 2021.

Vancouver:

Farrington AL. The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Farrington_fsu_0071E_13393 ;.

Council of Science Editors:

Farrington AL. The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Farrington_fsu_0071E_13393 ;


Florida State University

26. Alshammari, Meshari. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.

Degree: PhD, Teacher Education, 2015, Florida State University

 ABSTRACT This quantitative study investigated potential effects of providing explicit phonological instruction on international students' spelling knowledge, orthographic processing skills, and reading speed and comprehension.… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers; Adult education; Education, Higher

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APA (6th Edition):

Alshammari, M. (2015). Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;

Chicago Manual of Style (16th Edition):

Alshammari, Meshari. “Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.” 2015. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;.

MLA Handbook (7th Edition):

Alshammari, Meshari. “Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.” 2015. Web. 18 Jan 2021.

Vancouver:

Alshammari M. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;.

Council of Science Editors:

Alshammari M. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;


Florida State University

27. Xing, Fei. Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-Regulation.

Degree: PhD, Educational Psychology and Learning Systems, 2018, Florida State University

 It is beneficial for Chinese English-learners to improve their communicative competence through being taught in a communicative-based class (especially with the use of task-based language(more)

Subjects/Keywords: Educational psychology; English language; Study and teaching; Foreign speakers

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APA (6th Edition):

Xing, F. (2018). Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-Regulation. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Su_Xing_fsu_0071E_14628 ;

Chicago Manual of Style (16th Edition):

Xing, Fei. “Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-Regulation.” 2018. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/2018_Su_Xing_fsu_0071E_14628 ;.

MLA Handbook (7th Edition):

Xing, Fei. “Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-Regulation.” 2018. Web. 18 Jan 2021.

Vancouver:

Xing F. Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-Regulation. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Xing_fsu_0071E_14628 ;.

Council of Science Editors:

Xing F. Teachers' Supports for Students' Psychological Needs in Communicative Language Teaching in China: from Self-Determination to Self-Regulation. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Xing_fsu_0071E_14628 ;


Florida State University

28. Trotta, James. The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class.

Degree: PhD, Educational Psychology and Learning Systems, 2017, Florida State University

The purpose of this study was to measure the impact of ARCS-based motivational email messages (MVEMs) on student participation in a free online English for… (more)

Subjects/Keywords: Education; English language; Study and teaching; Foreign speakers; Education; Philosophy

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APA (6th Edition):

Trotta, J. (2017). The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2017SP_Trotta_fsu_0071E_13767 ;

Chicago Manual of Style (16th Edition):

Trotta, James. “The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class.” 2017. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/FSU_2017SP_Trotta_fsu_0071E_13767 ;.

MLA Handbook (7th Edition):

Trotta, James. “The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class.” 2017. Web. 18 Jan 2021.

Vancouver:

Trotta J. The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Trotta_fsu_0071E_13767 ;.

Council of Science Editors:

Trotta J. The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Trotta_fsu_0071E_13767 ;

29. Moss, Lauren E. The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals.

Degree: PhD, 2016, Ball State University

 The purpose of this study was to examine the relationships among measures of acculturation, as measured by the Stephenson Multigroup Acculturation Scale (SMAS); executive functioning,… (more)

Subjects/Keywords: Acculturation.; Executive functions (Neuropsychology); English language  – Study and teaching  – Foreign speakers.

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APA (6th Edition):

Moss, L. E. (2016). The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200557

Chicago Manual of Style (16th Edition):

Moss, Lauren E. “The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals.” 2016. Doctoral Dissertation, Ball State University. Accessed January 18, 2021. http://cardinalscholar.bsu.edu/handle/123456789/200557.

MLA Handbook (7th Edition):

Moss, Lauren E. “The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals.” 2016. Web. 18 Jan 2021.

Vancouver:

Moss LE. The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals. [Internet] [Doctoral dissertation]. Ball State University; 2016. [cited 2021 Jan 18]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200557.

Council of Science Editors:

Moss LE. The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals. [Doctoral Dissertation]. Ball State University; 2016. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200557


Columbia University

30. Hodara, Michelle. Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?.

Degree: 2012, Columbia University

 Community colleges play an important role in providing first and second generation immigrants access to higher education and the opportunity to earn a postsecondary credential.… (more)

Subjects/Keywords: Community colleges; Educational evaluation; English language – Study and teaching – Foreign speakers

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APA (6th Edition):

Hodara, M. (2012). Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8BK1KF7

Chicago Manual of Style (16th Edition):

Hodara, Michelle. “Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?.” 2012. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D8BK1KF7.

MLA Handbook (7th Edition):

Hodara, Michelle. “Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?.” 2012. Web. 18 Jan 2021.

Vancouver:

Hodara M. Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D8BK1KF7.

Council of Science Editors:

Hodara M. Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8BK1KF7

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