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You searched for subject:(English language Study AND teaching Elementary Mexican American students). Showing records 1 – 30 of 19317 total matches.

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University of Texas – Austin

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Murray, Yvonne I. “How Mexican American bilingual children use Spanish to construct meaning for English text comprehension.” 1998. Doctoral Dissertation, University of Texas – Austin. Accessed July 02, 2020. http://hdl.handle.net/2152/65179.

MLA Handbook (7th Edition):

Murray, Yvonne I. “How Mexican American bilingual children use Spanish to construct meaning for English text comprehension.” 1998. Web. 02 Jul 2020.

Vancouver:

Murray YI. How Mexican American bilingual children use Spanish to construct meaning for English text comprehension. [Internet] [Doctoral dissertation]. University of Texas – Austin; 1998. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/2152/65179.

Council of Science Editors:

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


Drexel University

2. Selekman, Aaron Michael. The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5.

Degree: 2017, Drexel University

The ability to read is an essential component of the educational process and is strongly correlated with academic success. The literature reveals that, in general,… (more)

Subjects/Keywords: Educational leadership; Hispanic American children – Education (Elementary); English language – Study and teaching

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APA (6th Edition):

Selekman, A. M. (2017). The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7506

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):

Selekman, Aaron Michael. “The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5.” 2017. Thesis, Drexel University. Accessed July 02, 2020. http://hdl.handle.net/1860/idea:7506.

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

MLA Handbook (7th Edition):

Selekman, Aaron Michael. “The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5.” 2017. Web. 02 Jul 2020.

Vancouver:

Selekman AM. The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5. [Internet] [Thesis]. Drexel University; 2017. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1860/idea:7506.

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

Council of Science Editors:

Selekman AM. The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7506

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


Cape Peninsula University of Technology

3. Gardener, Malinda. Support strategies used by foundation phase teachers to develop cognitive academic language proficiency .

Degree: 2016, Cape Peninsula University of Technology

 The study explores how teachers, in English medium Foundation Phase classrooms, use support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners whose home… (more)

Subjects/Keywords: Language and education; English language  – Study and teaching (Elementary); English language  – Ability testing; English language  – Study and teaching (Elementary)  – Foreign speakers

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APA (6th Edition):

Gardener, M. (2016). Support strategies used by foundation phase teachers to develop cognitive academic language proficiency . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2492

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):

Gardener, Malinda. “Support strategies used by foundation phase teachers to develop cognitive academic language proficiency .” 2016. Thesis, Cape Peninsula University of Technology. Accessed July 02, 2020. http://etd.cput.ac.za/handle/20.500.11838/2492.

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

MLA Handbook (7th Edition):

Gardener, Malinda. “Support strategies used by foundation phase teachers to develop cognitive academic language proficiency .” 2016. Web. 02 Jul 2020.

Vancouver:

Gardener M. Support strategies used by foundation phase teachers to develop cognitive academic language proficiency . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2020 Jul 02]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2492.

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

Council of Science Editors:

Gardener M. Support strategies used by foundation phase teachers to develop cognitive academic language proficiency . [Thesis]. Cape Peninsula University of Technology; 2016. Available from: http://etd.cput.ac.za/handle/20.500.11838/2492

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


Utah Valley University

4. Warnick, Linda. Interactive Math Strategy Teaching Guide.

Degree: 2013, Utah Valley University

This thesis looks at a supplemental tutoring program for elementary grades math education called Double Dosing, which is conducted separately from the regular classroom and… (more)

Subjects/Keywords: Education, Elementary; English language – Study and teaching; Mathematics – Study and teaching

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APA (6th Edition):

Warnick, L. (2013). Interactive Math Strategy Teaching Guide. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,622

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):

Warnick, Linda. “Interactive Math Strategy Teaching Guide.” 2013. Thesis, Utah Valley University. Accessed July 02, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,622.

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

MLA Handbook (7th Edition):

Warnick, Linda. “Interactive Math Strategy Teaching Guide.” 2013. Web. 02 Jul 2020.

Vancouver:

Warnick L. Interactive Math Strategy Teaching Guide. [Internet] [Thesis]. Utah Valley University; 2013. [cited 2020 Jul 02]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,622.

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

Council of Science Editors:

Warnick L. Interactive Math Strategy Teaching Guide. [Thesis]. Utah Valley University; 2013. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,622

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


University of California – San Diego

5. Ruiz, Iris Deana. Shattering glass mirrors : a case for historiographic theory and writing in composition studies.

Degree: Literature, 2010, University of California – San Diego

 My dissertation, Shattering Glass Mirrors : A Case for Historiographic Theory and Writing in Composition Studies, elaborates the theory, history, and practice of critical historiography… (more)

Subjects/Keywords: Rhetoric Historiography; Rhetoric Study and teaching Historiography; English language Rhetoric Study and teaching History United States; English language Study and teaching African American students Historiography; English language Study and teaching Minority students Historiography; Critical pedagogy

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APA (6th Edition):

Ruiz, I. D. (2010). Shattering glass mirrors : a case for historiographic theory and writing in composition studies. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/5qj3j486

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):

Ruiz, Iris Deana. “Shattering glass mirrors : a case for historiographic theory and writing in composition studies.” 2010. Thesis, University of California – San Diego. Accessed July 02, 2020. http://www.escholarship.org/uc/item/5qj3j486.

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

MLA Handbook (7th Edition):

Ruiz, Iris Deana. “Shattering glass mirrors : a case for historiographic theory and writing in composition studies.” 2010. Web. 02 Jul 2020.

Vancouver:

Ruiz ID. Shattering glass mirrors : a case for historiographic theory and writing in composition studies. [Internet] [Thesis]. University of California – San Diego; 2010. [cited 2020 Jul 02]. Available from: http://www.escholarship.org/uc/item/5qj3j486.

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

Council of Science Editors:

Ruiz ID. Shattering glass mirrors : a case for historiographic theory and writing in composition studies. [Thesis]. University of California – San Diego; 2010. Available from: http://www.escholarship.org/uc/item/5qj3j486

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

6. Graham Bethea, June. The impact of African American English on language proficiency in adolescent speakers.

Degree: 2015, NC Docks

 The purpose of the current research was to investigate the relationship between AAE, complex syntax, and lexical diversity in adolescent African American English speaking students(more)

Subjects/Keywords: Black English; African American children $x Language; African American children $x Education; English language $x Study and teaching $x African American students; Language and education

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APA (6th Edition):

Graham Bethea, J. (2015). The impact of African American English on language proficiency in adolescent speakers. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/GrahamBethea_uncg_0154D_11754.pdf

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

Chicago Manual of Style (16th Edition):

Graham Bethea, June. “The impact of African American English on language proficiency in adolescent speakers.” 2015. Thesis, NC Docks. Accessed July 02, 2020. http://libres.uncg.edu/ir/uncg/f/GrahamBethea_uncg_0154D_11754.pdf.

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

MLA Handbook (7th Edition):

Graham Bethea, June. “The impact of African American English on language proficiency in adolescent speakers.” 2015. Web. 02 Jul 2020.

Vancouver:

Graham Bethea J. The impact of African American English on language proficiency in adolescent speakers. [Internet] [Thesis]. NC Docks; 2015. [cited 2020 Jul 02]. Available from: http://libres.uncg.edu/ir/uncg/f/GrahamBethea_uncg_0154D_11754.pdf.

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

Council of Science Editors:

Graham Bethea J. The impact of African American English on language proficiency in adolescent speakers. [Thesis]. NC Docks; 2015. Available from: http://libres.uncg.edu/ir/uncg/f/GrahamBethea_uncg_0154D_11754.pdf

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


East Carolina University

7. Street, Lora. Improving Reading Proficiency for English Language Learners.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 This problem of practice study was focused on providing a plan for the implementation of strategies to meet the needs of Benhaven English Learner and… (more)

Subjects/Keywords: English Learners Reading Proficiency; English language – Study and teaching – North Carolina – Sanford – Foreign speakers; Hispanic American students – North Carolina – Sanford

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

APA (6th Edition):

Street, L. (2019). Improving Reading Proficiency for English Language Learners. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7197

Chicago Manual of Style (16th Edition):

Street, Lora. “Improving Reading Proficiency for English Language Learners.” 2019. Doctoral Dissertation, East Carolina University. Accessed July 02, 2020. http://hdl.handle.net/10342/7197.

MLA Handbook (7th Edition):

Street, Lora. “Improving Reading Proficiency for English Language Learners.” 2019. Web. 02 Jul 2020.

Vancouver:

Street L. Improving Reading Proficiency for English Language Learners. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10342/7197.

Council of Science Editors:

Street L. Improving Reading Proficiency for English Language Learners. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7197

8. Crittenden, Etta Marie. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.

Degree: 2013, University of Tennessee – Chattanooga

 The purpose of the study was to evaluate two approaches to teaching spelling and vocabulary to second through fourth graders in two different urban school… (more)

Subjects/Keywords: English language  – Study and teaching; Literacy  – Study and teaching (Elementary); Vocabulary  – Study and teaching

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APA (6th Edition):

Crittenden, E. M. (2013). The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/240

Chicago Manual of Style (16th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed July 02, 2020. https://scholar.utc.edu/theses/240.

MLA Handbook (7th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Web. 02 Jul 2020.

Vancouver:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2020 Jul 02]. Available from: https://scholar.utc.edu/theses/240.

Council of Science Editors:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/240


University of Oregon

9. Burns, Darci A., 1967-. Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade.

Degree: 2011, University of Oregon

 Although there is arguably substantial evidence in the literature on what works for students at risk of reading failure, the evidence on effective interventions for… (more)

Subjects/Keywords: Reading instruction; English as a second language; English language learners; Explicit and systematic instruction; Reading intervention; First grade (Education); English language  – Study and teaching  – Foreign speakers; Hispanic American students

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APA (6th Edition):

Burns, Darci A., 1. (2011). Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/11540

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

Chicago Manual of Style (16th Edition):

Burns, Darci A., 1967-. “Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade.” 2011. Thesis, University of Oregon. Accessed July 02, 2020. http://hdl.handle.net/1794/11540.

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

MLA Handbook (7th Edition):

Burns, Darci A., 1967-. “Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade.” 2011. Web. 02 Jul 2020.

Vancouver:

Burns, Darci A. 1. Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade. [Internet] [Thesis]. University of Oregon; 2011. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1794/11540.

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

Council of Science Editors:

Burns, Darci A. 1. Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade. [Thesis]. University of Oregon; 2011. Available from: http://hdl.handle.net/1794/11540

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


University of North Carolina – Greensboro

10. Money, Kimberly W. The experiences of english language learners with disabilities: a comparative analysis.

Degree: 2010, University of North Carolina – Greensboro

 The purpose of this research was to analyze the experiences of students who are English Language Learners with disabilities in public schools. Research Methodology consisted… (more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Foreign speakers.; Children with disabilities – Education (Elementary) – United States.; Linguistic minorities – Education (Elementary) – United States.; Hispanic American children – Education (Elementary) – United States – Case studies.; Special education – Study and teaching (Elementary) – United States.; Second language acquisition – Psychological aspects.

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APA (6th Edition):

Money, K. W. (2010). The experiences of english language learners with disabilities: a comparative analysis. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810

Chicago Manual of Style (16th Edition):

Money, Kimberly W. “The experiences of english language learners with disabilities: a comparative analysis.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed July 02, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810.

MLA Handbook (7th Edition):

Money, Kimberly W. “The experiences of english language learners with disabilities: a comparative analysis.” 2010. Web. 02 Jul 2020.

Vancouver:

Money KW. The experiences of english language learners with disabilities: a comparative analysis. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2020 Jul 02]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810.

Council of Science Editors:

Money KW. The experiences of english language learners with disabilities: a comparative analysis. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810


Macquarie University

11. Almahmoud, Mahmoud Abdullah. Saudi University students' attitude towards the use of Arabic and English: implications for language planning.

Degree: 2012, Macquarie University

Bibliography: pages 210-224.

Chapter 1. Introduction  – Chapter 2. Theoretical background  – Chapter 3. Methodology  – Chapter 4. Research findings  – Chapter 5. Discussion  –… (more)

Subjects/Keywords: English language  – Study and teaching  – Arabic speakers; English language  – Study and teaching  – Arab countries; English language  – Study and teaching  – Middle East; English language  – Study and teaching  – Arabic students; English language  – Spoken English; English language  – Spoken English  – Study and teaching; English language  – Standardization; English language  – Study and teaching; Arabic language  – Spoken Arabic; Arabic language  – Standarization; language planning; language policy; language attitudes; attitudes

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

APA (6th Edition):

Almahmoud, M. A. (2012). Saudi University students' attitude towards the use of Arabic and English: implications for language planning. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/307332

Chicago Manual of Style (16th Edition):

Almahmoud, Mahmoud Abdullah. “Saudi University students' attitude towards the use of Arabic and English: implications for language planning.” 2012. Doctoral Dissertation, Macquarie University. Accessed July 02, 2020. http://hdl.handle.net/1959.14/307332.

MLA Handbook (7th Edition):

Almahmoud, Mahmoud Abdullah. “Saudi University students' attitude towards the use of Arabic and English: implications for language planning.” 2012. Web. 02 Jul 2020.

Vancouver:

Almahmoud MA. Saudi University students' attitude towards the use of Arabic and English: implications for language planning. [Internet] [Doctoral dissertation]. Macquarie University; 2012. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1959.14/307332.

Council of Science Editors:

Almahmoud MA. Saudi University students' attitude towards the use of Arabic and English: implications for language planning. [Doctoral Dissertation]. Macquarie University; 2012. Available from: http://hdl.handle.net/1959.14/307332


Columbia University

12. Thomas, Dorell Oneil. Beyond Disciplinary Drama: Federal Dollars and ESL Instruction for African Americans.

Degree: 2019, Columbia University

 This dissertation investigated the curious appearance of English as a second language pedagogy for African American freshmen at the University of Wisconsin, Madison in the… (more)

Subjects/Keywords: Entomology; English language – Study and teaching; African American college students; Education and state; National Defense Education Act of 1958 (United States)

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APA (6th Edition):

Thomas, D. O. (2019). Beyond Disciplinary Drama: Federal Dollars and ESL Instruction for African Americans. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-4abv-2141

Chicago Manual of Style (16th Edition):

Thomas, Dorell Oneil. “Beyond Disciplinary Drama: Federal Dollars and ESL Instruction for African Americans.” 2019. Doctoral Dissertation, Columbia University. Accessed July 02, 2020. https://doi.org/10.7916/d8-4abv-2141.

MLA Handbook (7th Edition):

Thomas, Dorell Oneil. “Beyond Disciplinary Drama: Federal Dollars and ESL Instruction for African Americans.” 2019. Web. 02 Jul 2020.

Vancouver:

Thomas DO. Beyond Disciplinary Drama: Federal Dollars and ESL Instruction for African Americans. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Jul 02]. Available from: https://doi.org/10.7916/d8-4abv-2141.

Council of Science Editors:

Thomas DO. Beyond Disciplinary Drama: Federal Dollars and ESL Instruction for African Americans. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-4abv-2141

13. Murphy, Ashley N. Teaching dialect awareness in the college composition classroom : an evaluation.

Degree: PhD, 2012, Ball State University

 Linguists have long accepted the inevitability of linguistic variation as scientific fact. However, the general public continues to associate regional variation with low intelligence and… (more)

Subjects/Keywords: English language  – Dialects  – Study and teaching (Higher); English language  – Rhetoric  – Study and teaching (Higher); English language  – Dialects; College students  – Attitudes

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APA (6th Edition):

Murphy, A. N. (2012). Teaching dialect awareness in the college composition classroom : an evaluation. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195868

Chicago Manual of Style (16th Edition):

Murphy, Ashley N. “Teaching dialect awareness in the college composition classroom : an evaluation.” 2012. Doctoral Dissertation, Ball State University. Accessed July 02, 2020. http://cardinalscholar.bsu.edu/handle/123456789/195868.

MLA Handbook (7th Edition):

Murphy, Ashley N. “Teaching dialect awareness in the college composition classroom : an evaluation.” 2012. Web. 02 Jul 2020.

Vancouver:

Murphy AN. Teaching dialect awareness in the college composition classroom : an evaluation. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2020 Jul 02]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195868.

Council of Science Editors:

Murphy AN. Teaching dialect awareness in the college composition classroom : an evaluation. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195868

14. Sullivan, Michael D. Indiana education : English learner instruction at the primary level.

Degree: Thesis (D. Ed.), 2013, Ball State University

 The number of students enrolled in United States public schools speaking a language other than English in their homes doubled over the last decade. In… (more)

Subjects/Keywords: English language  – Study and teaching (Elementary)  – Foreign speakers; English language  – Study and teaching (Elementary)  – Indiana; English language  – Law and legislation  – Indiana; English language  – Law and legislation  – United States

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APA (6th Edition):

Sullivan, M. D. (2013). Indiana education : English learner instruction at the primary level. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197793

Chicago Manual of Style (16th Edition):

Sullivan, Michael D. “Indiana education : English learner instruction at the primary level.” 2013. Doctoral Dissertation, Ball State University. Accessed July 02, 2020. http://cardinalscholar.bsu.edu/handle/123456789/197793.

MLA Handbook (7th Edition):

Sullivan, Michael D. “Indiana education : English learner instruction at the primary level.” 2013. Web. 02 Jul 2020.

Vancouver:

Sullivan MD. Indiana education : English learner instruction at the primary level. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2020 Jul 02]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197793.

Council of Science Editors:

Sullivan MD. Indiana education : English learner instruction at the primary level. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197793

15. Park, Chaehee. The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children.

Degree: PhD, 2011, Ball State University

 Literacy development, particularly spelling development is an important topic in SLA because spelling ability is the foundation of literacy skills (Venezky, 1989). However, little is… (more)

Subjects/Keywords: English language  – Orthography and spelling  – Study and teaching (Elementary)  – Korea (South); English language  – Study and teaching (Elementary)  – Korean speakers.; Korean language  – Orthography and spelling.; Korean language  – Phonology.; English language  – Phonology.

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

APA (6th Edition):

Park, C. (2011). The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194900

Chicago Manual of Style (16th Edition):

Park, Chaehee. “The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children.” 2011. Doctoral Dissertation, Ball State University. Accessed July 02, 2020. http://cardinalscholar.bsu.edu/handle/123456789/194900.

MLA Handbook (7th Edition):

Park, Chaehee. “The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children.” 2011. Web. 02 Jul 2020.

Vancouver:

Park C. The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2020 Jul 02]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194900.

Council of Science Editors:

Park C. The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194900


Utah Valley University

16. Mataalii-Tavana, DeeDee. How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?.

Degree: 2011, Utah Valley University

The purpose of this creative project was to explore the research on effective strategies for teaching English Language Learners (ELLs) and to use them to… (more)

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

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APA (6th Edition):

Mataalii-Tavana, D. (2011). How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,558

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):

Mataalii-Tavana, DeeDee. “How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?.” 2011. Thesis, Utah Valley University. Accessed July 02, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,558.

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

MLA Handbook (7th Edition):

Mataalii-Tavana, DeeDee. “How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?.” 2011. Web. 02 Jul 2020.

Vancouver:

Mataalii-Tavana D. How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2020 Jul 02]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,558.

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

Council of Science Editors:

Mataalii-Tavana D. How Can the Research on English Language Learners Be Used to Create a Primary Math Unit?. [Thesis]. Utah Valley University; 2011. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,558

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


University of Johannesburg

17. Turner, Norma Estelle. The need to sensitize primary schools teachers to the effect of mother tongue interference.

Degree: 2011, University of Johannesburg

M.Comm.

This dissertation explores the effects of mother tongue interference during the process of the acquisition of English as a second language. The Contrastive Analysis… (more)

Subjects/Keywords: Second language acquisition; English language study and teaching (Elementary); Language and languages error analysis

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

APA (6th Edition):

Turner, N. E. (2011). The need to sensitize primary schools teachers to the effect of mother tongue interference. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4148

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):

Turner, Norma Estelle. “The need to sensitize primary schools teachers to the effect of mother tongue interference.” 2011. Thesis, University of Johannesburg. Accessed July 02, 2020. http://hdl.handle.net/10210/4148.

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

MLA Handbook (7th Edition):

Turner, Norma Estelle. “The need to sensitize primary schools teachers to the effect of mother tongue interference.” 2011. Web. 02 Jul 2020.

Vancouver:

Turner NE. The need to sensitize primary schools teachers to the effect of mother tongue interference. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10210/4148.

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

Council of Science Editors:

Turner NE. The need to sensitize primary schools teachers to the effect of mother tongue interference. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4148

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

18. Mcllwain, Courtney. Effective strategies for speakers of a LOTE in an Elementary general education classroom .

Degree: 2016, SUNY College at Fredonia

 This research focuses on effective strategies used for speakers of a language other than English (LOTE) in an elementary general education classroom. It also addresses… (more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Case studies; Limited English-proficient students – Education (Early childhood) – New York (State), Western; English language – Study and teaching(Early childhood) – Foreign speakers; Language and education

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

APA (6th Edition):

Mcllwain, C. (2016). Effective strategies for speakers of a LOTE in an Elementary general education classroom . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70392

Chicago Manual of Style (16th Edition):

Mcllwain, Courtney. “Effective strategies for speakers of a LOTE in an Elementary general education classroom .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed July 02, 2020. http://hdl.handle.net/1951/70392.

MLA Handbook (7th Edition):

Mcllwain, Courtney. “Effective strategies for speakers of a LOTE in an Elementary general education classroom .” 2016. Web. 02 Jul 2020.

Vancouver:

Mcllwain C. Effective strategies for speakers of a LOTE in an Elementary general education classroom . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1951/70392.

Council of Science Editors:

Mcllwain C. Effective strategies for speakers of a LOTE in an Elementary general education classroom . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: http://hdl.handle.net/1951/70392


Cape Peninsula University of Technology

19. Kotze, Tanja. Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language .

Degree: 2016, Cape Peninsula University of Technology

 This research study was aimed at exploring and describing the teaching and learning strategies for language support to isiXhosa speaking learners in Grade One. There… (more)

Subjects/Keywords: Language arts (Elementary); English language  – Study and teaching (Elementary)  – Foreign speakers; Language and languages  – Study and teaching (Elementary); Second language acquisition; Effective teaching

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

APA (6th Edition):

Kotze, T. (2016). Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2373

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):

Kotze, Tanja. “Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language .” 2016. Thesis, Cape Peninsula University of Technology. Accessed July 02, 2020. http://etd.cput.ac.za/handle/20.500.11838/2373.

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

MLA Handbook (7th Edition):

Kotze, Tanja. “Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language .” 2016. Web. 02 Jul 2020.

Vancouver:

Kotze T. Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2020 Jul 02]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2373.

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

Council of Science Editors:

Kotze T. Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language . [Thesis]. Cape Peninsula University of Technology; 2016. Available from: http://etd.cput.ac.za/handle/20.500.11838/2373

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


University of Missouri – Columbia

20. Carlisle, Abigail Anne. The effect of a morphological awareness intervention on early writing outcomes.

Degree: 2016, University of Missouri – Columbia

 The purpose of this study was to investigate the effect of a morphological awareness intervention on the spelling and sentence writing performance and growth of… (more)

Subjects/Keywords: English language  – Suffixes and prefixes; Spelling ability  – Study and teaching (Elementary); English language  – Writing  – Study and teaching (Primary)

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APA (6th Edition):

Carlisle, A. A. (2016). The effect of a morphological awareness intervention on early writing outcomes. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/56215

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):

Carlisle, Abigail Anne. “The effect of a morphological awareness intervention on early writing outcomes.” 2016. Thesis, University of Missouri – Columbia. Accessed July 02, 2020. https://doi.org/10.32469/10355/56215.

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

MLA Handbook (7th Edition):

Carlisle, Abigail Anne. “The effect of a morphological awareness intervention on early writing outcomes.” 2016. Web. 02 Jul 2020.

Vancouver:

Carlisle AA. The effect of a morphological awareness intervention on early writing outcomes. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Jul 02]. Available from: https://doi.org/10.32469/10355/56215.

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

Council of Science Editors:

Carlisle AA. The effect of a morphological awareness intervention on early writing outcomes. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/56215

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

21. Keith, Leah. they Are Here To Stay: How Rural Northeast Alabama Public Elementary Schools Create An Environment Inclusive Of Hispanic Students.

Degree: PhD, 2012, University of Alabama – Birmingham

Alabama has experienced a marked increase in the number of Hispanic students who have enrolled in its public schools. The Alabama State Department of Education's… (more)

Subjects/Keywords: Hispanic American children – Education (Elementary) – Alabama.<; br>; English language – Study and teaching (Elementary) – Alabama – Spanish speakers.<; br>; Inclusive education – Alabama.<; br>; Education, Rural – Alabama.

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APA (6th Edition):

Keith, L. (2012). they Are Here To Stay: How Rural Northeast Alabama Public Elementary Schools Create An Environment Inclusive Of Hispanic Students. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,1443

Chicago Manual of Style (16th Edition):

Keith, Leah. “they Are Here To Stay: How Rural Northeast Alabama Public Elementary Schools Create An Environment Inclusive Of Hispanic Students.” 2012. Doctoral Dissertation, University of Alabama – Birmingham. Accessed July 02, 2020. http://contentdm.mhsl.uab.edu/u?/etd,1443.

MLA Handbook (7th Edition):

Keith, Leah. “they Are Here To Stay: How Rural Northeast Alabama Public Elementary Schools Create An Environment Inclusive Of Hispanic Students.” 2012. Web. 02 Jul 2020.

Vancouver:

Keith L. they Are Here To Stay: How Rural Northeast Alabama Public Elementary Schools Create An Environment Inclusive Of Hispanic Students. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2012. [cited 2020 Jul 02]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,1443.

Council of Science Editors:

Keith L. they Are Here To Stay: How Rural Northeast Alabama Public Elementary Schools Create An Environment Inclusive Of Hispanic Students. [Doctoral Dissertation]. University of Alabama – Birmingham; 2012. Available from: http://contentdm.mhsl.uab.edu/u?/etd,1443

22. Almaliki, Ali. The impact of using a bilingual dictionary (English-Arabic) for reading and writing .

Degree: 2017, SUNY College at Fredonia

 The purpose of this study is to explore the impact of using a bilingual dictionary (English- Arabic) for reading and writing in a Saudi high… (more)

Subjects/Keywords: English language – Study and teaching – Dictionaries.; Language and languages – Study and teaching – research.; High school students – Study and teaching – Saudi Arabia.

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

APA (6th Edition):

Almaliki, A. (2017). The impact of using a bilingual dictionary (English-Arabic) for reading and writing . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70394

Chicago Manual of Style (16th Edition):

Almaliki, Ali. “The impact of using a bilingual dictionary (English-Arabic) for reading and writing .” 2017. Masters Thesis, SUNY College at Fredonia. Accessed July 02, 2020. http://hdl.handle.net/1951/70394.

MLA Handbook (7th Edition):

Almaliki, Ali. “The impact of using a bilingual dictionary (English-Arabic) for reading and writing .” 2017. Web. 02 Jul 2020.

Vancouver:

Almaliki A. The impact of using a bilingual dictionary (English-Arabic) for reading and writing . [Internet] [Masters thesis]. SUNY College at Fredonia; 2017. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1951/70394.

Council of Science Editors:

Almaliki A. The impact of using a bilingual dictionary (English-Arabic) for reading and writing . [Masters Thesis]. SUNY College at Fredonia; 2017. Available from: http://hdl.handle.net/1951/70394

23. Flores, Ana Maria. The Even Start Program and its effect on the homework participation rate of its students .

Degree: 2013, California State University – San Marcos

 The purpose of this study is to analyze the effects of the Even Start program in one Southern California school district on the English Learners… (more)

Subjects/Keywords: Even Start programs; "English language  – Study and teaching (Elementary)  – Foreign speakers"; "Education, Elementary  – Parent participation"

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APA (6th Edition):

Flores, A. M. (2013). The Even Start Program and its effect on the homework participation rate of its students . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/460

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):

Flores, Ana Maria. “The Even Start Program and its effect on the homework participation rate of its students .” 2013. Thesis, California State University – San Marcos. Accessed July 02, 2020. http://hdl.handle.net/10211.8/460.

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

MLA Handbook (7th Edition):

Flores, Ana Maria. “The Even Start Program and its effect on the homework participation rate of its students .” 2013. Web. 02 Jul 2020.

Vancouver:

Flores AM. The Even Start Program and its effect on the homework participation rate of its students . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10211.8/460.

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

Council of Science Editors:

Flores AM. The Even Start Program and its effect on the homework participation rate of its students . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/460

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


California State University – San Bernardino

24. Pedersen, Natalia. Mexican-American learning styles in a socioliterate approach to writing for English learners.

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

 The primary goal of this project is to provide a unit of instruction that addresses the critical English skills of oracy, writing, and intercultural proficiency.… (more)

Subjects/Keywords: Mexican American students  – Psychology; English language  – Study and teaching  – Foreign speakers  – Curriculum; Oral communication; Listening; Psychology of Learning; Adult education; Cultural awareness; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Pedersen, N. (2004). Mexican-American learning styles in a socioliterate approach to writing for English learners. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2586

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):

Pedersen, Natalia. “Mexican-American learning styles in a socioliterate approach to writing for English learners.” 2004. Thesis, California State University – San Bernardino. Accessed July 02, 2020. http://scholarworks.lib.csusb.edu/etd-project/2586.

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

MLA Handbook (7th Edition):

Pedersen, Natalia. “Mexican-American learning styles in a socioliterate approach to writing for English learners.” 2004. Web. 02 Jul 2020.

Vancouver:

Pedersen N. Mexican-American learning styles in a socioliterate approach to writing for English learners. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2020 Jul 02]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2586.

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

Council of Science Editors:

Pedersen N. Mexican-American learning styles in a socioliterate approach to writing for English learners. [Thesis]. California State University – San Bernardino; 2004. Available from: http://scholarworks.lib.csusb.edu/etd-project/2586

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

25. Tucker, Barbara Jane. A Description of Progress in Expressive Language and Literacy of Four Young Children Learning English as a Second Language.

Degree: 1981, North Texas State University

 Four young children who were learning English as a second language were observed during their participation in an English Language Development class in a school… (more)

Subjects/Keywords: expressive language; ESL students; literacy; English language  – Study and teaching (Elementary)  – Foreign speakers.

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APA (6th Edition):

Tucker, B. J. (1981). A Description of Progress in Expressive Language and Literacy of Four Young Children Learning English as a Second Language. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc663426/

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):

Tucker, Barbara Jane. “A Description of Progress in Expressive Language and Literacy of Four Young Children Learning English as a Second Language.” 1981. Thesis, North Texas State University. Accessed July 02, 2020. https://digital.library.unt.edu/ark:/67531/metadc663426/.

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

MLA Handbook (7th Edition):

Tucker, Barbara Jane. “A Description of Progress in Expressive Language and Literacy of Four Young Children Learning English as a Second Language.” 1981. Web. 02 Jul 2020.

Vancouver:

Tucker BJ. A Description of Progress in Expressive Language and Literacy of Four Young Children Learning English as a Second Language. [Internet] [Thesis]. North Texas State University; 1981. [cited 2020 Jul 02]. Available from: https://digital.library.unt.edu/ark:/67531/metadc663426/.

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

Council of Science Editors:

Tucker BJ. A Description of Progress in Expressive Language and Literacy of Four Young Children Learning English as a Second Language. [Thesis]. North Texas State University; 1981. Available from: https://digital.library.unt.edu/ark:/67531/metadc663426/

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


Rutgers University

26. Ramamurthy, Kiran, 1978-. Teacher professional development for English language education in India.

Degree: PhD, Education, 2015, Rutgers University

The ability to speak English can have a significant impact on the life of a student in India (Canagarajah, 2007; Hosali, 2005; Krishnaswami & Burde,… (more)

Subjects/Keywords: English language – Study and teaching – India; Teachers – Training of; Students – India

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APA (6th Edition):

Ramamurthy, Kiran, 1. (2015). Teacher professional development for English language education in India. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/46421/

Chicago Manual of Style (16th Edition):

Ramamurthy, Kiran, 1978-. “Teacher professional development for English language education in India.” 2015. Doctoral Dissertation, Rutgers University. Accessed July 02, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/46421/.

MLA Handbook (7th Edition):

Ramamurthy, Kiran, 1978-. “Teacher professional development for English language education in India.” 2015. Web. 02 Jul 2020.

Vancouver:

Ramamurthy, Kiran 1. Teacher professional development for English language education in India. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2020 Jul 02]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46421/.

Council of Science Editors:

Ramamurthy, Kiran 1. Teacher professional development for English language education in India. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46421/


Montana State University

27. Mahoney, Shannon Kathleen. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.

Degree: MA, College of Letters & Science, 2014, Montana State University

 This study examines a recently developed EAP (English for Academic Purposes) course that was largely guided by the genre based instruction promoted by Swales and… (more)

Subjects/Keywords: English language Study and teaching.; Writing.; Students, Foreign.

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APA (6th Edition):

Mahoney, S. K. (2014). A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8785

Chicago Manual of Style (16th Edition):

Mahoney, Shannon Kathleen. “A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.” 2014. Masters Thesis, Montana State University. Accessed July 02, 2020. https://scholarworks.montana.edu/xmlui/handle/1/8785.

MLA Handbook (7th Edition):

Mahoney, Shannon Kathleen. “A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.” 2014. Web. 02 Jul 2020.

Vancouver:

Mahoney SK. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. [Internet] [Masters thesis]. Montana State University; 2014. [cited 2020 Jul 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8785.

Council of Science Editors:

Mahoney SK. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. [Masters Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8785

28. Xiao, Haiying. What are the Main Factors that Contribute to ELLs' Pronunciation? .

Degree: 2019, SUNY College at Fredonia

 Pronunciation is viewed as a difficult part in the English learning process of ELLs. This study aimed at exploring the factors that influence the pronunciation… (more)

Subjects/Keywords: International education.; English language – Study and teaching.; College students – Attitudes.

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

APA (6th Edition):

Xiao, H. (2019). What are the Main Factors that Contribute to ELLs' Pronunciation? . (Masters Thesis). SUNY College at Fredonia. Retrieved from https://dspace.sunyconnect.suny.edu/handle/1951/71144

Chicago Manual of Style (16th Edition):

Xiao, Haiying. “What are the Main Factors that Contribute to ELLs' Pronunciation? .” 2019. Masters Thesis, SUNY College at Fredonia. Accessed July 02, 2020. https://dspace.sunyconnect.suny.edu/handle/1951/71144.

MLA Handbook (7th Edition):

Xiao, Haiying. “What are the Main Factors that Contribute to ELLs' Pronunciation? .” 2019. Web. 02 Jul 2020.

Vancouver:

Xiao H. What are the Main Factors that Contribute to ELLs' Pronunciation? . [Internet] [Masters thesis]. SUNY College at Fredonia; 2019. [cited 2020 Jul 02]. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71144.

Council of Science Editors:

Xiao H. What are the Main Factors that Contribute to ELLs' Pronunciation? . [Masters Thesis]. SUNY College at Fredonia; 2019. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71144


Texas A&M University

29. Bunch, Casey Elizabeth. Black English speakers as basic writers in freshman composition.

Degree: MA, English, 2012, Texas A&M University

Subjects/Keywords: English.; Major English.; English language - Rhetoric - Study and teaching (Higher); English language - Study and teaching (Higher) - African American students.

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APA (6th Edition):

Bunch, C. E. (2012). Black English speakers as basic writers in freshman composition. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1992-THESIS-B942

Chicago Manual of Style (16th Edition):

Bunch, Casey Elizabeth. “Black English speakers as basic writers in freshman composition.” 2012. Masters Thesis, Texas A&M University. Accessed July 02, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1992-THESIS-B942.

MLA Handbook (7th Edition):

Bunch, Casey Elizabeth. “Black English speakers as basic writers in freshman composition.” 2012. Web. 02 Jul 2020.

Vancouver:

Bunch CE. Black English speakers as basic writers in freshman composition. [Internet] [Masters thesis]. Texas A&M University; 2012. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1992-THESIS-B942.

Council of Science Editors:

Bunch CE. Black English speakers as basic writers in freshman composition. [Masters Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1992-THESIS-B942


Latrobe University

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

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 July 02, 2020. 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. 02 Jul 2020.

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 2020 Jul 02]. 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

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