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Degree: MAin Education

You searched for subject:(German language Study AND teaching Foreign speakers ). Showing records 1 – 30 of 552 total matches.

[1] [2] [3] [4] [5] … [19]

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California State University – San Bernardino

1. Huang, Chih-Liang. Critical thinking about crosscultural differences between Chinese and Americans in English education in Taiwan.

Degree: MAin Education, Education, 2002, California State University – San Bernardino

This project is designed to teach crosscultural differences in English education in Taiwan employing a strategy-based curriculum. By comparing crosscultural differences between Taiwan and American cultures, students will have a strong desire to learn English in order to know more about American culture.

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Taiwan  – Foreign speakers; Critical thinking  – Study and teaching; Concept learning  – Study and teaching  – Foreign speakers; Multicultural education; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Huang, C. (2002). Critical thinking about crosscultural differences between Chinese and Americans in English education in Taiwan. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2116

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):

Huang, Chih-Liang. “Critical thinking about crosscultural differences between Chinese and Americans in English education in Taiwan.” 2002. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2116.

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

MLA Handbook (7th Edition):

Huang, Chih-Liang. “Critical thinking about crosscultural differences between Chinese and Americans in English education in Taiwan.” 2002. Web. 23 Sep 2019.

Vancouver:

Huang C. Critical thinking about crosscultural differences between Chinese and Americans in English education in Taiwan. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2116.

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

Council of Science Editors:

Huang C. Critical thinking about crosscultural differences between Chinese and Americans in English education in Taiwan. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2116

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. Jo, Phill. Strategic reading for English as a foreign language.

Degree: MAin Education, Education, 1999, California State University – San Bernardino

Subjects/Keywords: Reading comprehension; Language and languages  – Study and teaching; English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Korean speakers; Korean language  – Study and teaching  – English speakers; First and Second Language Acquisition; Reading and Language

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APA (6th Edition):

Jo, P. (1999). Strategic reading for English as a foreign language. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1725

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):

Jo, Phill. “Strategic reading for English as a foreign language.” 1999. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/1725.

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

MLA Handbook (7th Edition):

Jo, Phill. “Strategic reading for English as a foreign language.” 1999. Web. 23 Sep 2019.

Vancouver:

Jo P. Strategic reading for English as a foreign language. [Internet] [Thesis]. California State University – San Bernardino; 1999. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1725.

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

Council of Science Editors:

Jo P. Strategic reading for English as a foreign language. [Thesis]. California State University – San Bernardino; 1999. Available from: http://scholarworks.lib.csusb.edu/etd-project/1725

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. Suda, Kyoko. Developing metaphoric competence through schemata-building for English learners in Japan.

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

The purpose of this project is to propose teaching methods that facilitate the development of English vocabulary knowledge and metaphorical concepts for students in Japan.

Subjects/Keywords: Vocabulary  – Foreign speakers; English language  – Foreign speakers  – Japan; Language experience approaches in education; English language  – Pronunciation  – Study and teaching; English language  – Study and teaching  – Japan; Second language acquisition; Comprehension  – Foreign speakers; Education; First and Second Language Acquisition

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

APA (6th Edition):

Suda, K. (2004). Developing metaphoric competence through schemata-building for English learners in Japan. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2768

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):

Suda, Kyoko. “Developing metaphoric competence through schemata-building for English learners in Japan.” 2004. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2768.

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

MLA Handbook (7th Edition):

Suda, Kyoko. “Developing metaphoric competence through schemata-building for English learners in Japan.” 2004. Web. 23 Sep 2019.

Vancouver:

Suda K. Developing metaphoric competence through schemata-building for English learners in Japan. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2768.

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

Council of Science Editors:

Suda K. Developing metaphoric competence through schemata-building for English learners in Japan. [Thesis]. California State University – San Bernardino; 2004. Available from: https://scholarworks.lib.csusb.edu/etd-project/2768

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


California State University – San Bernardino

4. Yoon, Hae-Lim. A genre-based reading process in English as a foreign language reading instruction.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Korea; Language arts; Education; First and Second Language Acquisition

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

APA (6th Edition):

Yoon, H. (1998). A genre-based reading process in English as a foreign language reading instruction. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1339

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):

Yoon, Hae-Lim. “A genre-based reading process in English as a foreign language reading instruction.” 1998. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/1339.

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

MLA Handbook (7th Edition):

Yoon, Hae-Lim. “A genre-based reading process in English as a foreign language reading instruction.” 1998. Web. 23 Sep 2019.

Vancouver:

Yoon H. A genre-based reading process in English as a foreign language reading instruction. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1339.

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

Council of Science Editors:

Yoon H. A genre-based reading process in English as a foreign language reading instruction. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1339

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


California State University – San Bernardino

5. Yoon, Hae-Lim. A genre-based reading process in English as a foreign language reading instruction.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Korea; Language arts; Education; First and Second Language Acquisition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yoon, H. (1998). A genre-based reading process in English as a foreign language reading instruction. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1360

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):

Yoon, Hae-Lim. “A genre-based reading process in English as a foreign language reading instruction.” 1998. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/1360.

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

MLA Handbook (7th Edition):

Yoon, Hae-Lim. “A genre-based reading process in English as a foreign language reading instruction.” 1998. Web. 23 Sep 2019.

Vancouver:

Yoon H. A genre-based reading process in English as a foreign language reading instruction. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1360.

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

Council of Science Editors:

Yoon H. A genre-based reading process in English as a foreign language reading instruction. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1360

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


California State University – San Bernardino

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

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 September 23, 2019. 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. 23 Sep 2019.

Vancouver:

Hernández VE. Making sense of nonsense. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2019 Sep 23]. 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

7. Ramos, Susana Puerta. The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency.

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

 This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write… (more)

Subjects/Keywords: Reading (Primary)  – Foreign speakers; English language  – Study and teaching (Primary)  – Foreign speakers; Reading comprehension; Language arts (Primary)  – Foreign speakers; Language and languages  – Foreign speakers; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Ramos, S. P. (2004). The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2607

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):

Ramos, Susana Puerta. “The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency.” 2004. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2607.

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

MLA Handbook (7th Edition):

Ramos, Susana Puerta. “The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency.” 2004. Web. 23 Sep 2019.

Vancouver:

Ramos SP. The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2607.

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

Council of Science Editors:

Ramos SP. The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency. [Thesis]. California State University – San Bernardino; 2004. Available from: http://scholarworks.lib.csusb.edu/etd-project/2607

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


California State University – San Bernardino

8. Fujita, Masahiro. Developing listening comprehension competence in Japanese English as a Foreign Language Learners.

Degree: MAin Education, Education, 2002, California State University – San Bernardino

The purpose of this project is to investigate a model for developing listening comprehension competence on the part of Japanese learners of english as a foreign language, with a view toward promoting practical and communicative english competence.

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; English language  – Foreign speakers  – Japan; Language experience approaches in education; English language  – Pronunciation  – Study and teaching; Language and languages  – Study and teaching  – Japan; Education; First and Second Language Acquisition

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

APA (6th Edition):

Fujita, M. (2002). Developing listening comprehension competence in Japanese English as a Foreign Language Learners. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2150

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):

Fujita, Masahiro. “Developing listening comprehension competence in Japanese English as a Foreign Language Learners.” 2002. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2150.

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

MLA Handbook (7th Edition):

Fujita, Masahiro. “Developing listening comprehension competence in Japanese English as a Foreign Language Learners.” 2002. Web. 23 Sep 2019.

Vancouver:

Fujita M. Developing listening comprehension competence in Japanese English as a Foreign Language Learners. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2150.

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

Council of Science Editors:

Fujita M. Developing listening comprehension competence in Japanese English as a Foreign Language Learners. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2150

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


California State University – San Bernardino

9. Ford, Monica A. HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language.

Degree: MAin Education, Education, 1992, California State University – San Bernardino

Subjects/Keywords: English language Study and teaching Foreign speakers; Holistic English Literacy Program; English language Study and teaching Foreign speakers.; Bilingual, Multilingual, and Multicultural Education; Instructional Media Design

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

APA (6th Edition):

Ford, M. A. (1992). HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2947

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):

Ford, Monica A. “HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language.” 1992. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2947.

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

MLA Handbook (7th Edition):

Ford, Monica A. “HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language.” 1992. Web. 23 Sep 2019.

Vancouver:

Ford MA. HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language. [Internet] [Thesis]. California State University – San Bernardino; 1992. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2947.

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

Council of Science Editors:

Ford MA. HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language. [Thesis]. California State University – San Bernardino; 1992. Available from: https://scholarworks.lib.csusb.edu/etd-project/2947

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


California State University – San Bernardino

10. Villagomez, Delia. Mini shared reading: A mediational reading strategy.

Degree: MAin Education, Education, 2000, California State University – San Bernardino

This project presents a reading strategy in which students who are learning to read are introduced to the reading process in a comprehensible manner regardless if it is in the student's primary language.

Subjects/Keywords: Reading  – Foreign speakers; Reading  – Phonetic method  – Foreign speakers; Reading  – Language experience approach; Bilingual Education; Literacy  – Study and teaching  – Foreign speakers; Reading comprehension; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Villagomez, D. (2000). Mini shared reading: A mediational reading strategy. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1761

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):

Villagomez, Delia. “Mini shared reading: A mediational reading strategy.” 2000. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/1761.

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

MLA Handbook (7th Edition):

Villagomez, Delia. “Mini shared reading: A mediational reading strategy.” 2000. Web. 23 Sep 2019.

Vancouver:

Villagomez D. Mini shared reading: A mediational reading strategy. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1761.

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

Council of Science Editors:

Villagomez D. Mini shared reading: A mediational reading strategy. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1761

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


California State University – San Bernardino

11. Chang, Jen-Chieh. Improving communicative competence in the teaching of English as a foreign language in Taiwan.

Degree: MAin Education, Education, 1996, California State University – San Bernardino

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Taiwan; Education; First and Second Language Acquisition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chang, J. (1996). Improving communicative competence in the teaching of English as a foreign language in Taiwan. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/1139

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):

Chang, Jen-Chieh. “Improving communicative competence in the teaching of English as a foreign language in Taiwan.” 1996. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/1139.

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

MLA Handbook (7th Edition):

Chang, Jen-Chieh. “Improving communicative competence in the teaching of English as a foreign language in Taiwan.” 1996. Web. 23 Sep 2019.

Vancouver:

Chang J. Improving communicative competence in the teaching of English as a foreign language in Taiwan. [Internet] [Thesis]. California State University – San Bernardino; 1996. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/1139.

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

Council of Science Editors:

Chang J. Improving communicative competence in the teaching of English as a foreign language in Taiwan. [Thesis]. California State University – San Bernardino; 1996. Available from: https://scholarworks.lib.csusb.edu/etd-project/1139

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


California State University – San Bernardino

12. Powell, Deborah Sue. Increasing cognitive functioning in science for English language learners.

Degree: MAin Education, Education, 1997, California State University – San Bernardino

Subjects/Keywords: English language Study and teaching (Elementary) Foreign speakers; Science Study and teaching (Elementary) Foreign speakers; Language and education Study and teaching (Elementary) Foreign speakers; Full Option Science System (FOSS); English language Study and teaching (Elementary) Foreign speakers.; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Powell, D. S. (1997). Increasing cognitive functioning in science for English language learners. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3024

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):

Powell, Deborah Sue. “Increasing cognitive functioning in science for English language learners.” 1997. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/3024.

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

MLA Handbook (7th Edition):

Powell, Deborah Sue. “Increasing cognitive functioning in science for English language learners.” 1997. Web. 23 Sep 2019.

Vancouver:

Powell DS. Increasing cognitive functioning in science for English language learners. [Internet] [Thesis]. California State University – San Bernardino; 1997. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3024.

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

Council of Science Editors:

Powell DS. Increasing cognitive functioning in science for English language learners. [Thesis]. California State University – San Bernardino; 1997. Available from: https://scholarworks.lib.csusb.edu/etd-project/3024

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


California State University – San Bernardino

13. Powell, Deborah Sue. Increasing cognitive functioning in science for English language learners.

Degree: MAin Education, Education, 1997, California State University – San Bernardino

Subjects/Keywords: English language Study and teaching (Elementary) Foreign speakers; Science Study and teaching (Elementary) Foreign speakers; Language and education Study and teaching (Elementary) Foreign speakers; Full Option Science System (FOSS); English language Study and teaching (Elementary) Foreign speakers.; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Powell, D. S. (1997). Increasing cognitive functioning in science for English language learners. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3156

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):

Powell, Deborah Sue. “Increasing cognitive functioning in science for English language learners.” 1997. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/3156.

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

MLA Handbook (7th Edition):

Powell, Deborah Sue. “Increasing cognitive functioning in science for English language learners.” 1997. Web. 23 Sep 2019.

Vancouver:

Powell DS. Increasing cognitive functioning in science for English language learners. [Internet] [Thesis]. California State University – San Bernardino; 1997. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3156.

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

Council of Science Editors:

Powell DS. Increasing cognitive functioning in science for English language learners. [Thesis]. California State University – San Bernardino; 1997. Available from: https://scholarworks.lib.csusb.edu/etd-project/3156

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


California State University – San Bernardino

14. Shimabukuro, Misuzu. Fossilization in Japanese adult advanced English learners and linked instruction as intervention.

Degree: MAin Education, Education, 2007, California State University – San Bernardino

The objective of this project is to investigate the items and factors that may be prematurely stabilized in advanced adult second-language learners' interlanguage, in order to propose effective instructional interventions. Advisors/Committee Members: Diaz-Rico, Lynne, Ashcroft, Richard.

Subjects/Keywords: Second language acquisition; Fossilization (Linguistics); English language Study and teaching Japanese speakers; English language Study and teaching Foreign speakers; Adult learning; Adult learning; English language Study and teaching Foreign speakers; English language Study and teaching Japanese speakers; Fossilization (Linguistics); Second language acquisition.; Education; First and Second Language Acquisition

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

APA (6th Edition):

Shimabukuro, M. (2007). Fossilization in Japanese adult advanced English learners and linked instruction as intervention. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3201

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):

Shimabukuro, Misuzu. “Fossilization in Japanese adult advanced English learners and linked instruction as intervention.” 2007. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/3201.

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

MLA Handbook (7th Edition):

Shimabukuro, Misuzu. “Fossilization in Japanese adult advanced English learners and linked instruction as intervention.” 2007. Web. 23 Sep 2019.

Vancouver:

Shimabukuro M. Fossilization in Japanese adult advanced English learners and linked instruction as intervention. [Internet] [Thesis]. California State University – San Bernardino; 2007. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3201.

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

Council of Science Editors:

Shimabukuro M. Fossilization in Japanese adult advanced English learners and linked instruction as intervention. [Thesis]. California State University – San Bernardino; 2007. Available from: https://scholarworks.lib.csusb.edu/etd-project/3201

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


California State University – San Bernardino

15. Arellano, Socorro. Using Project GLAD strategies in the teaching of literacy genres to second grade bilingual students.

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

 The project provides second grade teachers at the Perris Elementary School District with teaching approaches, tools, and strategies that have been proven to increase comprehension… (more)

Subjects/Keywords: English language Study and teaching (Elementary) Foreign speakers; Literary form Study and teaching (Elementary); Reading comprehension; English language Study and teaching (Elementary) Foreign speakers; Literary form Study and teaching (Elementary); Reading comprehension.; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Arellano, S. (2006). Using Project GLAD strategies in the teaching of literacy genres to second grade bilingual students. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2997

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):

Arellano, Socorro. “Using Project GLAD strategies in the teaching of literacy genres to second grade bilingual students.” 2006. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2997.

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

MLA Handbook (7th Edition):

Arellano, Socorro. “Using Project GLAD strategies in the teaching of literacy genres to second grade bilingual students.” 2006. Web. 23 Sep 2019.

Vancouver:

Arellano S. Using Project GLAD strategies in the teaching of literacy genres to second grade bilingual students. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2997.

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

Council of Science Editors:

Arellano S. Using Project GLAD strategies in the teaching of literacy genres to second grade bilingual students. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/2997

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


California State University – San Bernardino

16. Yildiz, Selin. Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages.

Degree: MAin Education, Education, 2002, California State University – San Bernardino

Subjects/Keywords: Intercultural communication  – Study and teaching  – Foreign speakers; English language  – Textbooks for foreign speakers; Culture  – Study and teaching; Bilingual, Multilingual, and Multicultural Education; International and Intercultural Communication

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APA (6th Edition):

Yildiz, S. (2002). Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2052

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):

Yildiz, Selin. “Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages.” 2002. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2052.

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

MLA Handbook (7th Edition):

Yildiz, Selin. “Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages.” 2002. Web. 23 Sep 2019.

Vancouver:

Yildiz S. Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2052.

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

Council of Science Editors:

Yildiz S. Incorporating intercultural communication instruction in programs for Teaching English to Speakers of Other Languages. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2052

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


California State University – San Bernardino

17. Valencia, Louise Jeanine. Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?.

Degree: MAin Education, Education, 2003, California State University – San Bernardino

 This project will focus on a different method to teach pre-reading skills to kindergarten students and to ESL students. The strategy of using nursery rhymes… (more)

Subjects/Keywords: Reading readiness  – Study and teaching  – Foreign speakers; Listening; Nursery rhymes; English  – Study and teaching; Second language acquisition; Education; Reading and Language

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APA (6th Edition):

Valencia, L. J. (2003). Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2428

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):

Valencia, Louise Jeanine. “Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?.” 2003. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2428.

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

MLA Handbook (7th Edition):

Valencia, Louise Jeanine. “Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?.” 2003. Web. 23 Sep 2019.

Vancouver:

Valencia LJ. Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2428.

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

Council of Science Editors:

Valencia LJ. Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2428

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


California State University – San Bernardino

18. Lee, Kwang-Sug. Concept attainment in mathematics within content-based instruction for secondary English as a second language.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

 The purpose of this project is to provide a useful model, the Concept Attainment Model in Mathematics, which implicates the concept attainment teaching method based… (more)

Subjects/Keywords: English language Study and teaching (Secondary) Foreign speakers; Mathematics Study and teaching (Secondary) Foreign speakers; Language arts Correlation with content subjects; Effective teaching; Content area reading; Content area reading; Effective teaching; English language Study and teaching (Secondary) Foreign speakers; Language arts Correlation with content subjects.; Bilingual, Multilingual, and Multicultural Education; Science and Mathematics Education

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APA (6th Edition):

Lee, K. (2005). Concept attainment in mathematics within content-based instruction for secondary English as a second language. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2858

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):

Lee, Kwang-Sug. “Concept attainment in mathematics within content-based instruction for secondary English as a second language.” 2005. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2858.

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

MLA Handbook (7th Edition):

Lee, Kwang-Sug. “Concept attainment in mathematics within content-based instruction for secondary English as a second language.” 2005. Web. 23 Sep 2019.

Vancouver:

Lee K. Concept attainment in mathematics within content-based instruction for secondary English as a second language. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2858.

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

Council of Science Editors:

Lee K. Concept attainment in mathematics within content-based instruction for secondary English as a second language. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2858

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


California State University – San Bernardino

19. Won, Kim Jong. A model of the writing process applied to English writing for Korean college students.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

Subjects/Keywords: English language  – Study and teaching (Higher)  – Foreign speakers; English language  – Korea; Language arts (Higher); First and Second Language Acquisition

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APA (6th Edition):

Won, K. J. (1998). A model of the writing process applied to English writing for Korean college students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1440

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):

Won, Kim Jong. “A model of the writing process applied to English writing for Korean college students.” 1998. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/1440.

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

MLA Handbook (7th Edition):

Won, Kim Jong. “A model of the writing process applied to English writing for Korean college students.” 1998. Web. 23 Sep 2019.

Vancouver:

Won KJ. A model of the writing process applied to English writing for Korean college students. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1440.

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

Council of Science Editors:

Won KJ. A model of the writing process applied to English writing for Korean college students. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1440

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


California State University – San Bernardino

20. Liu, Kuan-Ting. Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

This project serves as a resource to help teachers understand and meet the educational needs of second-language learners by promoting their metalinguistic awareness through peer response in writing in elementary English as a foreign language. Advisors/Committee Members: Diaz-Rico,Lynne, Ashcroft, Laura.

Subjects/Keywords: English language Study and teaching (Elementary) Foreign speakers; Language awareness; Language and languages Study and teaching (Elementary); Second language acquisition; English language Study and teaching (Elementary) Foreign speakers; Language and languages Study and teaching (Elementary); Language awareness; Second language acquisition.; Education; First and Second Language Acquisition

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APA (6th Edition):

Liu, K. (2005). Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2807

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):

Liu, Kuan-Ting. “Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language.” 2005. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2807.

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

MLA Handbook (7th Edition):

Liu, Kuan-Ting. “Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language.” 2005. Web. 23 Sep 2019.

Vancouver:

Liu K. Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2807.

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

Council of Science Editors:

Liu K. Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2807

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


California State University – San Bernardino

21. Picpican-Bell, Anne. Developing oral proficiency through poem recitation in elementary English as a second language.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

This project addresses the need for a performance-based language-development curriculum to serve the growing number of non-English-speaker immigrants in California's public schools.

Subjects/Keywords: English language Study and teaching Foreign speakers; English language Spoken English Curricula; English language Study and teaching; Second language acquisition; Oral reading; Language and languages; English language Study and teaching; English language Study and teaching Foreign speakers; Language and languages; Oral reading; Second language acquisition.; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Picpican-Bell, A. (2005). Developing oral proficiency through poem recitation in elementary English as a second language. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2932

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):

Picpican-Bell, Anne. “Developing oral proficiency through poem recitation in elementary English as a second language.” 2005. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2932.

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

MLA Handbook (7th Edition):

Picpican-Bell, Anne. “Developing oral proficiency through poem recitation in elementary English as a second language.” 2005. Web. 23 Sep 2019.

Vancouver:

Picpican-Bell A. Developing oral proficiency through poem recitation in elementary English as a second language. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2932.

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

Council of Science Editors:

Picpican-Bell A. Developing oral proficiency through poem recitation in elementary English as a second language. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2932

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


California State University – San Bernardino

22. Yeo, Inung. Effective writing instruction for English-as-a-foreign-language university students in Korea.

Degree: MAin Education, Education, 2003, California State University – San Bernardino

Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.

Subjects/Keywords: English language  – Writing  – Study and teaching (Higher)  – Foreign speakers; English language  – Study and teaching (Higher)  – Korea  – Foreign speakers; Language arts (Higher)  – Korea; Education; First and Second Language Acquisition

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APA (6th Edition):

Yeo, I. (2003). Effective writing instruction for English-as-a-foreign-language university students in Korea. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2300

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):

Yeo, Inung. “Effective writing instruction for English-as-a-foreign-language university students in Korea.” 2003. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2300.

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

MLA Handbook (7th Edition):

Yeo, Inung. “Effective writing instruction for English-as-a-foreign-language university students in Korea.” 2003. Web. 23 Sep 2019.

Vancouver:

Yeo I. Effective writing instruction for English-as-a-foreign-language university students in Korea. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2300.

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

Council of Science Editors:

Yeo I. Effective writing instruction for English-as-a-foreign-language university students in Korea. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2300

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


California State University – San Bernardino

23. Baptiste, David Augustine. Extroversion and introversion as factors affecting adult English-as-a-second-language learners.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

The purpose of this research is to investigate if there is a significant difference in literacy skills between Level-Two extroverts and introverts after three years of English instruction at the community-college level.

Subjects/Keywords: English language Study and teaching (Higher) Foreign speakers; English language; Extraversion; Introversion; Literacy; Learning; Psychology of; English language; English language Study and teaching (Higher) Foreign speakers; Extraversion; Introversion; Learning; Psychology of; Literacy.; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Baptiste, D. A. (2005). Extroversion and introversion as factors affecting adult English-as-a-second-language learners. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2914

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):

Baptiste, David Augustine. “Extroversion and introversion as factors affecting adult English-as-a-second-language learners.” 2005. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2914.

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

MLA Handbook (7th Edition):

Baptiste, David Augustine. “Extroversion and introversion as factors affecting adult English-as-a-second-language learners.” 2005. Web. 23 Sep 2019.

Vancouver:

Baptiste DA. Extroversion and introversion as factors affecting adult English-as-a-second-language learners. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2914.

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

Council of Science Editors:

Baptiste DA. Extroversion and introversion as factors affecting adult English-as-a-second-language learners. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2914

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. Yang, Weizhen. Applying social functional theory to Business English as a foreign language instruction in Taiwan.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Taiwan; English language  – Business English; Education; First and Second Language Acquisition

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

APA (6th Edition):

Yang, W. (1998). Applying social functional theory to Business English as a foreign language instruction in Taiwan. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1340

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):

Yang, Weizhen. “Applying social functional theory to Business English as a foreign language instruction in Taiwan.” 1998. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/1340.

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

MLA Handbook (7th Edition):

Yang, Weizhen. “Applying social functional theory to Business English as a foreign language instruction in Taiwan.” 1998. Web. 23 Sep 2019.

Vancouver:

Yang W. Applying social functional theory to Business English as a foreign language instruction in Taiwan. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1340.

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

Council of Science Editors:

Yang W. Applying social functional theory to Business English as a foreign language instruction in Taiwan. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1340

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


California State University – San Bernardino

25. Yang, Weizhen. Applying social functional theory to Business English as a foreign language instruction in Taiwan.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching  – Taiwan; English language  – Business English; Education; First and Second Language Acquisition

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

APA (6th Edition):

Yang, W. (1998). Applying social functional theory to Business English as a foreign language instruction in Taiwan. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1361

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):

Yang, Weizhen. “Applying social functional theory to Business English as a foreign language instruction in Taiwan.” 1998. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/1361.

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

MLA Handbook (7th Edition):

Yang, Weizhen. “Applying social functional theory to Business English as a foreign language instruction in Taiwan.” 1998. Web. 23 Sep 2019.

Vancouver:

Yang W. Applying social functional theory to Business English as a foreign language instruction in Taiwan. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1361.

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

Council of Science Editors:

Yang W. Applying social functional theory to Business English as a foreign language instruction in Taiwan. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1361

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


California State University – San Bernardino

26. Wang, Fu-Chuan. An integration of cognitive academic language proficiency and content-based instruction.

Degree: MAin Education, Education, 2003, California State University – San Bernardino

The purpose of this project is to provide more effective teaching strategies for ESL students through the integration of CALP and content area teaching.

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Second language acquisition; Language and languages  – Study and teaching; Psycholinguistics  – Social aspects; Cognitive grammar; Education; First and Second Language Acquisition

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

APA (6th Edition):

Wang, F. (2003). An integration of cognitive academic language proficiency and content-based instruction. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2297

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):

Wang, Fu-Chuan. “An integration of cognitive academic language proficiency and content-based instruction.” 2003. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2297.

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

MLA Handbook (7th Edition):

Wang, Fu-Chuan. “An integration of cognitive academic language proficiency and content-based instruction.” 2003. Web. 23 Sep 2019.

Vancouver:

Wang F. An integration of cognitive academic language proficiency and content-based instruction. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2297.

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

Council of Science Editors:

Wang F. An integration of cognitive academic language proficiency and content-based instruction. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2297

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


California State University – San Bernardino

27. Liu, Changqing. Using an imaginative literature-based approach to English-as-a-foreign-language reading instruction.

Degree: MAin Education, Education, 2000, California State University – San Bernardino

This project provides a background on English instruction in Taiwan, and presents a literature review that builds a theoretical foundation for this project. It also introduces a model of teaching instruction based on an integrated literature approach, and offers a curriculum design which includes plans for instructional lessons.

Subjects/Keywords: English language  – Foreign speakers  – Taiwan; English language  – Study and teaching  – Taiwan; Education  – Taiwan; First and Second Language Acquisition

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APA (6th Edition):

Liu, C. (2000). Using an imaginative literature-based approach to English-as-a-foreign-language reading instruction. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1629

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):

Liu, Changqing. “Using an imaginative literature-based approach to English-as-a-foreign-language reading instruction.” 2000. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/1629.

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

MLA Handbook (7th Edition):

Liu, Changqing. “Using an imaginative literature-based approach to English-as-a-foreign-language reading instruction.” 2000. Web. 23 Sep 2019.

Vancouver:

Liu C. Using an imaginative literature-based approach to English-as-a-foreign-language reading instruction. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1629.

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

Council of Science Editors:

Liu C. Using an imaginative literature-based approach to English-as-a-foreign-language reading instruction. [Thesis]. California State University – San Bernardino; 2000. Available from: http://scholarworks.lib.csusb.edu/etd-project/1629

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


California State University – San Bernardino

28. Shi, Qingquan. Achieving interaction in listening and speaking within a Chinese cultural context.

Degree: MAin Education, Education, 2001, California State University – San Bernardino

 The purpose of this project is to develop heuristics and guidelines for English teachers to design appropriate courses. The exploration begins with a review of… (more)

Subjects/Keywords: English language  – Foreign speakers  – Taiwan; English language  – Study and teaching  – Taiwan; Education  – Taiwan; Education; First and Second Language Acquisition

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

APA (6th Edition):

Shi, Q. (2001). Achieving interaction in listening and speaking within a Chinese cultural context. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2080

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):

Shi, Qingquan. “Achieving interaction in listening and speaking within a Chinese cultural context.” 2001. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2080.

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

MLA Handbook (7th Edition):

Shi, Qingquan. “Achieving interaction in listening and speaking within a Chinese cultural context.” 2001. Web. 23 Sep 2019.

Vancouver:

Shi Q. Achieving interaction in listening and speaking within a Chinese cultural context. [Internet] [Thesis]. California State University – San Bernardino; 2001. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2080.

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

Council of Science Editors:

Shi Q. Achieving interaction in listening and speaking within a Chinese cultural context. [Thesis]. California State University – San Bernardino; 2001. Available from: http://scholarworks.lib.csusb.edu/etd-project/2080

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


California State University – San Bernardino

29. Chou, Pei-Ying. Co-teaching and reciprocal teaching for English-as-a-foreign-language reading.

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

The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

Subjects/Keywords: English language Study and teaching (Elementary) Taiwan Foreign speakers; Reading (Elementary) Taiwan; Language and languages Study and teaching (Elementary) Taiwan; Second language acquisition; English language Study and teaching (Elementary) Foreign speakers; Language and languages Study and teaching (Elementary); Reading (Elementary); Second language acquisition.; Bilingual, Multilingual, and Multicultural Education; First and Second Language Acquisition

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

APA (6th Edition):

Chou, P. (2006). Co-teaching and reciprocal teaching for English-as-a-foreign-language reading. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2873

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):

Chou, Pei-Ying. “Co-teaching and reciprocal teaching for English-as-a-foreign-language reading.” 2006. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2873.

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

MLA Handbook (7th Edition):

Chou, Pei-Ying. “Co-teaching and reciprocal teaching for English-as-a-foreign-language reading.” 2006. Web. 23 Sep 2019.

Vancouver:

Chou P. Co-teaching and reciprocal teaching for English-as-a-foreign-language reading. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2873.

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

Council of Science Editors:

Chou P. Co-teaching and reciprocal teaching for English-as-a-foreign-language reading. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/2873

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


California State University – San Bernardino

30. Tsai, Tzu-Ru. Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction.

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

The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included. Advisors/Committee Members: Diaz-Rico, Lynne, Piller, Bonnie.

Subjects/Keywords: English language Study and teaching Taiwan Foreign speakers; Language and languages Study and teaching Taiwan; Learning strategies; Second language acquisition; Reading Taiwan; English language Study and teaching Foreign speakers; Language and languages Study and teaching; Learning strategies; Reading; Second language acquisition.; Bilingual, Multilingual, and Multicultural Education; First and Second Language Acquisition

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

APA (6th Edition):

Tsai, T. (2006). Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2878

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):

Tsai, Tzu-Ru. “Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction.” 2006. Thesis, California State University – San Bernardino. Accessed September 23, 2019. https://scholarworks.lib.csusb.edu/etd-project/2878.

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

MLA Handbook (7th Edition):

Tsai, Tzu-Ru. “Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction.” 2006. Web. 23 Sep 2019.

Vancouver:

Tsai T. Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction. [Internet] [Thesis]. California State University – San Bernardino; 2006. [cited 2019 Sep 23]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2878.

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

Council of Science Editors:

Tsai T. Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction. [Thesis]. California State University – San Bernardino; 2006. Available from: https://scholarworks.lib.csusb.edu/etd-project/2878

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

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