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You searched for subject:(Language AND education). Showing records 1 – 30 of 8088 total matches.

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1. Erickson-Betz, Emily. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.

Degree: 2018, Northern Illinois University

  This mixed methods study examines the difference in high school foreign language learners’ acquisition of French oral proficiency skills by types of task. This… (more)

Subjects/Keywords: Foreign language education; Education; Language

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

APA (6th Edition):

Erickson-Betz, E. (2018). Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10784546

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):

Erickson-Betz, Emily. “Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.” 2018. Thesis, Northern Illinois University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10784546.

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

MLA Handbook (7th Edition):

Erickson-Betz, Emily. “Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.” 2018. Web. 16 Oct 2019.

Vancouver:

Erickson-Betz E. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. [Internet] [Thesis]. Northern Illinois University; 2018. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10784546.

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

Council of Science Editors:

Erickson-Betz E. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. [Thesis]. Northern Illinois University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10784546

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


University of Limerick

2. Neylon, Desmond Martin. An investigation into the effects of narrative discourse intervention supported by specialised software on the language skills of primary pupils with acquisition problems.

Degree: Education and Professional Studies, 2009, University of Limerick

non-peer-reviewed

This study investigated language acquisition in late talking boys between the ages of eight and eleven. The main aim of this research was to… (more)

Subjects/Keywords: education; language

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APA (6th Edition):

Neylon, D. M. (2009). An investigation into the effects of narrative discourse intervention supported by specialised software on the language skills of primary pupils with acquisition problems. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/465

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):

Neylon, Desmond Martin. “An investigation into the effects of narrative discourse intervention supported by specialised software on the language skills of primary pupils with acquisition problems.” 2009. Thesis, University of Limerick. Accessed October 16, 2019. http://hdl.handle.net/10344/465.

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

MLA Handbook (7th Edition):

Neylon, Desmond Martin. “An investigation into the effects of narrative discourse intervention supported by specialised software on the language skills of primary pupils with acquisition problems.” 2009. Web. 16 Oct 2019.

Vancouver:

Neylon DM. An investigation into the effects of narrative discourse intervention supported by specialised software on the language skills of primary pupils with acquisition problems. [Internet] [Thesis]. University of Limerick; 2009. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10344/465.

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

Council of Science Editors:

Neylon DM. An investigation into the effects of narrative discourse intervention supported by specialised software on the language skills of primary pupils with acquisition problems. [Thesis]. University of Limerick; 2009. Available from: http://hdl.handle.net/10344/465

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

3. Zhuang, Yuan. Evaluating the effectiveness of teaching intonation to learners in an intensive English program.

Degree: 2015, Northern Arizona University

  This dissertation study investigated the effectiveness of using a computer program to help English as a second language (ESL) learners improve their ability to… (more)

Subjects/Keywords: Education; Language

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APA (6th Edition):

Zhuang, Y. (2015). Evaluating the effectiveness of teaching intonation to learners in an intensive English program. (Thesis). Northern Arizona University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3713925

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):

Zhuang, Yuan. “Evaluating the effectiveness of teaching intonation to learners in an intensive English program.” 2015. Thesis, Northern Arizona University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3713925.

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

MLA Handbook (7th Edition):

Zhuang, Yuan. “Evaluating the effectiveness of teaching intonation to learners in an intensive English program.” 2015. Web. 16 Oct 2019.

Vancouver:

Zhuang Y. Evaluating the effectiveness of teaching intonation to learners in an intensive English program. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713925.

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

Council of Science Editors:

Zhuang Y. Evaluating the effectiveness of teaching intonation to learners in an intensive English program. [Thesis]. Northern Arizona University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713925

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


The Ohio State University

4. LIM, HEE YOUNG. Blogging and EFL Writing: What Does the Research Tell Us?.

Degree: MA, EDU Teaching and Learning, 2017, The Ohio State University

 This thesis attempts to synthesize current empirical studies on using blogging writing in English as a Foreign Language (EFL) writing classes. Even though there has… (more)

Subjects/Keywords: Education; Language

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APA (6th Edition):

LIM, H. Y. (2017). Blogging and EFL Writing: What Does the Research Tell Us?. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1482238940724771

Chicago Manual of Style (16th Edition):

LIM, HEE YOUNG. “Blogging and EFL Writing: What Does the Research Tell Us?.” 2017. Masters Thesis, The Ohio State University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482238940724771.

MLA Handbook (7th Edition):

LIM, HEE YOUNG. “Blogging and EFL Writing: What Does the Research Tell Us?.” 2017. Web. 16 Oct 2019.

Vancouver:

LIM HY. Blogging and EFL Writing: What Does the Research Tell Us?. [Internet] [Masters thesis]. The Ohio State University; 2017. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1482238940724771.

Council of Science Editors:

LIM HY. Blogging and EFL Writing: What Does the Research Tell Us?. [Masters Thesis]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1482238940724771

5. Guajardo, Diana. English Learners Along the U.S.-Mexico Border| A Multiplicity of Crossroads.

Degree: 2018, The University of Texas at San Antonio

Language learners continue to lag behind their counterparts academically. Statistics reveal EL’s data as follows: Hispanic students continue to lag behind their White counterparts… (more)

Subjects/Keywords: Education; Language

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APA (6th Edition):

Guajardo, D. (2018). English Learners Along the U.S.-Mexico Border| A Multiplicity of Crossroads. (Thesis). The University of Texas at San Antonio. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10814575

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):

Guajardo, Diana. “English Learners Along the U.S.-Mexico Border| A Multiplicity of Crossroads.” 2018. Thesis, The University of Texas at San Antonio. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10814575.

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

MLA Handbook (7th Edition):

Guajardo, Diana. “English Learners Along the U.S.-Mexico Border| A Multiplicity of Crossroads.” 2018. Web. 16 Oct 2019.

Vancouver:

Guajardo D. English Learners Along the U.S.-Mexico Border| A Multiplicity of Crossroads. [Internet] [Thesis]. The University of Texas at San Antonio; 2018. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10814575.

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

Council of Science Editors:

Guajardo D. English Learners Along the U.S.-Mexico Border| A Multiplicity of Crossroads. [Thesis]. The University of Texas at San Antonio; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10814575

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


Georgetown University

6. Gurzynski-Weiss, Laura. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.

Degree: 2010, Georgetown University

  The role of interactional feedback has been a critical area of second language acquisition (SLA) research for decades and while findings suggest interactional feedback… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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

APA (6th Edition):

Gurzynski-Weiss, L. (2010). Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3412596

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):

Gurzynski-Weiss, Laura. “Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.” 2010. Thesis, Georgetown University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3412596.

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

MLA Handbook (7th Edition):

Gurzynski-Weiss, Laura. “Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.” 2010. Web. 16 Oct 2019.

Vancouver:

Gurzynski-Weiss L. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. [Internet] [Thesis]. Georgetown University; 2010. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412596.

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

Council of Science Editors:

Gurzynski-Weiss L. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. [Thesis]. Georgetown University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412596

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


Temple University

7. Poteau, Christine E. Effects of interlocutor familiarity on second language learning in group work.

Degree: 2011, Temple University

  Recent research in second language acquisition has focused on the effects of group work on learning by examining various factors (i.e., motivation, age, task,… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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

APA (6th Edition):

Poteau, C. E. (2011). Effects of interlocutor familiarity on second language learning in group work. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3440117

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):

Poteau, Christine E. “Effects of interlocutor familiarity on second language learning in group work.” 2011. Thesis, Temple University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3440117.

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

MLA Handbook (7th Edition):

Poteau, Christine E. “Effects of interlocutor familiarity on second language learning in group work.” 2011. Web. 16 Oct 2019.

Vancouver:

Poteau CE. Effects of interlocutor familiarity on second language learning in group work. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440117.

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

Council of Science Editors:

Poteau CE. Effects of interlocutor familiarity on second language learning in group work. [Thesis]. Temple University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440117

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


Georgetown University

8. Sachs, Rebecca Raewyn. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.

Degree: 2011, Georgetown University

  Second language acquisition research into the effects of corrective feedback has investigated a variety of learning targets using a wide range of implicit and… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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APA (6th Edition):

Sachs, R. R. (2011). Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450858

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):

Sachs, Rebecca Raewyn. “Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.” 2011. Thesis, Georgetown University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3450858.

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

MLA Handbook (7th Edition):

Sachs, Rebecca Raewyn. “Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.” 2011. Web. 16 Oct 2019.

Vancouver:

Sachs RR. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. [Internet] [Thesis]. Georgetown University; 2011. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450858.

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

Council of Science Editors:

Sachs RR. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. [Thesis]. Georgetown University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450858

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

9. Martin, Veronique. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.

Degree: 2014, State University of New York at Albany

  Since the early 2000s, foreign language practitioners and researchers have shown an increasing interest in exploring the affordances of multimodal telecollaborative environments for the… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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APA (6th Edition):

Martin, V. (2014). Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3603261

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):

Martin, Veronique. “Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.” 2014. Thesis, State University of New York at Albany. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3603261.

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

MLA Handbook (7th Edition):

Martin, Veronique. “Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.” 2014. Web. 16 Oct 2019.

Vancouver:

Martin V. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. [Internet] [Thesis]. State University of New York at Albany; 2014. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3603261.

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

Council of Science Editors:

Martin V. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. [Thesis]. State University of New York at Albany; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3603261

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


San Jose State University

10. Ryan, Mary Moran. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.

Degree: 2017, San Jose State University

  In this thesis, a new methodology is proposed for investigating Spanish [s] lenition (sound weakening or loss) via morphological analysis instead of phonetics. Word-final… (more)

Subjects/Keywords: Linguistics; Foreign language education; Language

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APA (6th Edition):

Ryan, M. M. (2017). Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. (Thesis). San Jose State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10633842

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):

Ryan, Mary Moran. “Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.” 2017. Thesis, San Jose State University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10633842.

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

MLA Handbook (7th Edition):

Ryan, Mary Moran. “Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.” 2017. Web. 16 Oct 2019.

Vancouver:

Ryan MM. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. [Internet] [Thesis]. San Jose State University; 2017. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10633842.

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

Council of Science Editors:

Ryan MM. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. [Thesis]. San Jose State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10633842

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


Indiana University

11. Rose, Marda C. Pragmatic development of L2 Spanish proposals in planning talk.

Degree: 2013, Indiana University

  This study examines proposals made during planning talk—a speech act that has received little attention in previous literature—to determine the applicability of the stages… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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

APA (6th Edition):

Rose, M. C. (2013). Pragmatic development of L2 Spanish proposals in planning talk. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3599236

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):

Rose, Marda C. “Pragmatic development of L2 Spanish proposals in planning talk.” 2013. Thesis, Indiana University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.

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

MLA Handbook (7th Edition):

Rose, Marda C. “Pragmatic development of L2 Spanish proposals in planning talk.” 2013. Web. 16 Oct 2019.

Vancouver:

Rose MC. Pragmatic development of L2 Spanish proposals in planning talk. [Internet] [Thesis]. Indiana University; 2013. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.

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

Council of Science Editors:

Rose MC. Pragmatic development of L2 Spanish proposals in planning talk. [Thesis]. Indiana University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3599236

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

12. Umbreen, Saima. Ideologies of language and negotiation of multilayered identities in an age of superdiversity.

Degree: 2014, State University of New York at Buffalo

  Researchers of super-diversity, a state of intense cultural heterogeneity common mostly in urban centers across the globe, have strongly emphasized the potential for rigorous… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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APA (6th Edition):

Umbreen, S. (2014). Ideologies of language and negotiation of multilayered identities in an age of superdiversity. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3629866

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):

Umbreen, Saima. “Ideologies of language and negotiation of multilayered identities in an age of superdiversity.” 2014. Thesis, State University of New York at Buffalo. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3629866.

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

MLA Handbook (7th Edition):

Umbreen, Saima. “Ideologies of language and negotiation of multilayered identities in an age of superdiversity.” 2014. Web. 16 Oct 2019.

Vancouver:

Umbreen S. Ideologies of language and negotiation of multilayered identities in an age of superdiversity. [Internet] [Thesis]. State University of New York at Buffalo; 2014. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629866.

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

Council of Science Editors:

Umbreen S. Ideologies of language and negotiation of multilayered identities in an age of superdiversity. [Thesis]. State University of New York at Buffalo; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629866

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


Indiana University

13. Killam, Jason. An interlanguage analysis of differential object marking in L2 Spanish.

Degree: 2012, Indiana University

  This dissertation examines the second language acquisition of marking patterns with human animate direct objects in Spanish. While variation is claimed to exist among… (more)

Subjects/Keywords: Language, Linguistics; Language, Modern; Education, Foreign Language

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

APA (6th Edition):

Killam, J. (2012). An interlanguage analysis of differential object marking in L2 Spanish. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488206

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):

Killam, Jason. “An interlanguage analysis of differential object marking in L2 Spanish.” 2012. Thesis, Indiana University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3488206.

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

MLA Handbook (7th Edition):

Killam, Jason. “An interlanguage analysis of differential object marking in L2 Spanish.” 2012. Web. 16 Oct 2019.

Vancouver:

Killam J. An interlanguage analysis of differential object marking in L2 Spanish. [Internet] [Thesis]. Indiana University; 2012. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488206.

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

Council of Science Editors:

Killam J. An interlanguage analysis of differential object marking in L2 Spanish. [Thesis]. Indiana University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488206

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


Georgetown University

14. Baralt, Melissa Lorrain. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.

Degree: 2010, Georgetown University

  The construct of cognitive complexity has played an increasingly important role in studies on task design, which aim to explore how increases in the… (more)

Subjects/Keywords: Language, Linguistics; Language, Modern; Education, Foreign Language

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APA (6th Edition):

Baralt, M. L. (2010). Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3412595

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):

Baralt, Melissa Lorrain. “Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.” 2010. Thesis, Georgetown University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3412595.

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

MLA Handbook (7th Edition):

Baralt, Melissa Lorrain. “Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.” 2010. Web. 16 Oct 2019.

Vancouver:

Baralt ML. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. [Internet] [Thesis]. Georgetown University; 2010. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412595.

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

Council of Science Editors:

Baralt ML. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. [Thesis]. Georgetown University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412595

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


The University of Arizona

15. Coto Solano, Rolando Alberto. Tonal reduction and literacy in Me'ph aa Vathaa.

Degree: 2017, The University of Arizona

  This study examines the relationship between tonal phonetics, tonal reduction and orthographic patterns produced by Me'ph aa Vátháá speaking teachers. It discusses these patterns… (more)

Subjects/Keywords: Linguistics; Foreign language education; Multicultural Education; Language

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APA (6th Edition):

Coto Solano, R. A. (2017). Tonal reduction and literacy in Me'ph aa Vathaa. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10254454

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):

Coto Solano, Rolando Alberto. “Tonal reduction and literacy in Me'ph aa Vathaa.” 2017. Thesis, The University of Arizona. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10254454.

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

MLA Handbook (7th Edition):

Coto Solano, Rolando Alberto. “Tonal reduction and literacy in Me'ph aa Vathaa.” 2017. Web. 16 Oct 2019.

Vancouver:

Coto Solano RA. Tonal reduction and literacy in Me'ph aa Vathaa. [Internet] [Thesis]. The University of Arizona; 2017. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10254454.

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

Council of Science Editors:

Coto Solano RA. Tonal reduction and literacy in Me'ph aa Vathaa. [Thesis]. The University of Arizona; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10254454

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

16. Walter, Catherine. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.

Degree: 2016, Lewis and Clark College

  The persistent achievement (opportunity) gap between White and Latino students continues to plague our education system. As schools and policy makers attempt to narrow… (more)

Subjects/Keywords: Foreign language education

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APA (6th Edition):

Walter, C. (2016). Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3742199

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):

Walter, Catherine. “Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.” 2016. Thesis, Lewis and Clark College. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3742199.

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

MLA Handbook (7th Edition):

Walter, Catherine. “Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.” 2016. Web. 16 Oct 2019.

Vancouver:

Walter C. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. [Internet] [Thesis]. Lewis and Clark College; 2016. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742199.

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

Council of Science Editors:

Walter C. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. [Thesis]. Lewis and Clark College; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742199

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


University of Zululand

17. Ngwenya, Emmanuel Themba. Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga .

Degree: 2010, University of Zululand

 Lezi zilimi okuyisiSwazi nesiNdebele zidala izingqinamba endleleni amagama esiZulu aphinyiswa, abhalwa kanye nafundwa ngayo. Lokhu kudala umonakalo olimini lwesiZulu. Izingane ezifunda isiZulu eSifundazweni saseMpumalanga zizithola… (more)

Subjects/Keywords: Zulu language education

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APA (6th Edition):

Ngwenya, E. T. (2010). Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1110

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):

Ngwenya, Emmanuel Themba. “Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga .” 2010. Thesis, University of Zululand. Accessed October 16, 2019. http://hdl.handle.net/10530/1110.

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

MLA Handbook (7th Edition):

Ngwenya, Emmanuel Themba. “Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga .” 2010. Web. 16 Oct 2019.

Vancouver:

Ngwenya ET. Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga . [Internet] [Thesis]. University of Zululand; 2010. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10530/1110.

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

Council of Science Editors:

Ngwenya ET. Ucwaningo ngemithelela yezilimi ezimbili: isiSwazi nesiNdebele ezinganeni ezifunda isiZulu esifundazweni saseMpumalanga . [Thesis]. University of Zululand; 2010. Available from: http://hdl.handle.net/10530/1110

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


University of Georgia

18. Wooten, Jennifer Ann. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.

Degree: PhD, Foreign Language Education, 2010, University of Georgia

 This qualitative study uses a methodology of performance to investigate how nine non-native teachers of Spanish in grades 6-16 in Georgia public schools construct and… (more)

Subjects/Keywords: Foreign Language Education

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APA (6th Edition):

Wooten, J. A. (2010). Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd

Chicago Manual of Style (16th Edition):

Wooten, Jennifer Ann. “Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.” 2010. Doctoral Dissertation, University of Georgia. Accessed October 16, 2019. http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd.

MLA Handbook (7th Edition):

Wooten, Jennifer Ann. “Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.” 2010. Web. 16 Oct 2019.

Vancouver:

Wooten JA. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Oct 16]. Available from: http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd.

Council of Science Editors:

Wooten JA. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd


University of Georgia

19. Colón, Victor Antonio. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.

Degree: PhD, Instructional Technology, 2011, University of Georgia

 Learning a foreign language in a classroom environment can be frustrating to all involved. Presently, teachers use tedious writing assignments in order for students to… (more)

Subjects/Keywords: Foreign Language Education

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APA (6th Edition):

Colón, V. A. (2011). Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd

Chicago Manual of Style (16th Edition):

Colón, Victor Antonio. “Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 16, 2019. http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd.

MLA Handbook (7th Edition):

Colón, Victor Antonio. “Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.” 2011. Web. 16 Oct 2019.

Vancouver:

Colón VA. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 16]. Available from: http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd.

Council of Science Editors:

Colón VA. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd

20. Jung, Jae Eun. A developmental process of English vowel acquisition by Korean adult L2 learners.

Degree: 2016, State University of New York at Buffalo

  The purpose of this study is to address Korean adult L2 learners’ developmental English vowel acquisition process. The present study demonstrated how adult L2… (more)

Subjects/Keywords: Foreign language education

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APA (6th Edition):

Jung, J. E. (2016). A developmental process of English vowel acquisition by Korean adult L2 learners. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10163843

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):

Jung, Jae Eun. “A developmental process of English vowel acquisition by Korean adult L2 learners.” 2016. Thesis, State University of New York at Buffalo. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10163843.

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

MLA Handbook (7th Edition):

Jung, Jae Eun. “A developmental process of English vowel acquisition by Korean adult L2 learners.” 2016. Web. 16 Oct 2019.

Vancouver:

Jung JE. A developmental process of English vowel acquisition by Korean adult L2 learners. [Internet] [Thesis]. State University of New York at Buffalo; 2016. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163843.

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

Council of Science Editors:

Jung JE. A developmental process of English vowel acquisition by Korean adult L2 learners. [Thesis]. State University of New York at Buffalo; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163843

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


Punjabi University

21. Singh, Ikpreet. A study of errors in english in relation to cognitive style and Cerebral dominance.

Degree: 2010, Punjabi University

(Importance of English Language) The importance of English language lies in the fact that it is the most preferred language of Science, Technology, Information, Literature,… (more)

Subjects/Keywords: Education; English language

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APA (6th Edition):

Singh, I. (2010). A study of errors in english in relation to cognitive style and Cerebral dominance. (Thesis). Punjabi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/2098

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):

Singh, Ikpreet. “A study of errors in english in relation to cognitive style and Cerebral dominance.” 2010. Thesis, Punjabi University. Accessed October 16, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/2098.

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

MLA Handbook (7th Edition):

Singh, Ikpreet. “A study of errors in english in relation to cognitive style and Cerebral dominance.” 2010. Web. 16 Oct 2019.

Vancouver:

Singh I. A study of errors in english in relation to cognitive style and Cerebral dominance. [Internet] [Thesis]. Punjabi University; 2010. [cited 2019 Oct 16]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2098.

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

Council of Science Editors:

Singh I. A study of errors in english in relation to cognitive style and Cerebral dominance. [Thesis]. Punjabi University; 2010. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2098

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


University of Cincinnati

22. Woods, Angie L. Reaching Out and Jumping In| The Relational Context of Service-Learning.

Degree: 2013, University of Cincinnati

  This dissertation examines how college students' participation in a Spanish service-learning course affected their perceptions of language culture and community. Findings demonstrate that students… (more)

Subjects/Keywords: Education; Foreign Language

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APA (6th Edition):

Woods, A. L. (2013). Reaching Out and Jumping In| The Relational Context of Service-Learning. (Thesis). University of Cincinnati. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3597991

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):

Woods, Angie L. “Reaching Out and Jumping In| The Relational Context of Service-Learning.” 2013. Thesis, University of Cincinnati. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3597991.

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

MLA Handbook (7th Edition):

Woods, Angie L. “Reaching Out and Jumping In| The Relational Context of Service-Learning.” 2013. Web. 16 Oct 2019.

Vancouver:

Woods AL. Reaching Out and Jumping In| The Relational Context of Service-Learning. [Internet] [Thesis]. University of Cincinnati; 2013. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3597991.

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

Council of Science Editors:

Woods AL. Reaching Out and Jumping In| The Relational Context of Service-Learning. [Thesis]. University of Cincinnati; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3597991

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


University of Kansas

23. Jiang, Zhuojun. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.

Degree: PhD, Curriculum and Teaching, 2017, University of Kansas

 This study tried to understand how teacher education programs and the practices in American K-12 schools shaped beliefs and behaviors of Chinese language teachers through… (more)

Subjects/Keywords: Foreign language education

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APA (6th Edition):

Jiang, Z. (2017). From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25962

Chicago Manual of Style (16th Edition):

Jiang, Zhuojun. “From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.” 2017. Doctoral Dissertation, University of Kansas. Accessed October 16, 2019. http://hdl.handle.net/1808/25962.

MLA Handbook (7th Edition):

Jiang, Zhuojun. “From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.” 2017. Web. 16 Oct 2019.

Vancouver:

Jiang Z. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1808/25962.

Council of Science Editors:

Jiang Z. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25962


The Ohio State University

24. Kim, Min Young. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.

Degree: PhD, EDU Teaching and Learning, 2018, The Ohio State University

 This dissertation study aims to theorize an instructional practice which I labeled languaging thinking. Languaging thinking is conceptualized as a social practice in which teachers… (more)

Subjects/Keywords: Education; Language; Literacy

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APA (6th Edition):

Kim, M. Y. (2018). Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586

Chicago Manual of Style (16th Edition):

Kim, Min Young. “Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.” 2018. Doctoral Dissertation, The Ohio State University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586.

MLA Handbook (7th Edition):

Kim, Min Young. “Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom.” 2018. Web. 16 Oct 2019.

Vancouver:

Kim MY. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586.

Council of Science Editors:

Kim MY. Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586


University of Florida

25. Xu, Jiayi. Explicit Vocabulary Teaching in a Second Grade Dual Language Classroom.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 Academic language instruction is always perceived as an important part of academic success. Its base, vocabulary instruction, has a particular status in education. This thesis… (more)

Subjects/Keywords: education  – language  – vocabulary

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APA (6th Edition):

Xu, J. (2017). Explicit Vocabulary Teaching in a Second Grade Dual Language Classroom. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051148

Chicago Manual of Style (16th Edition):

Xu, Jiayi. “Explicit Vocabulary Teaching in a Second Grade Dual Language Classroom.” 2017. Masters Thesis, University of Florida. Accessed October 16, 2019. http://ufdc.ufl.edu/UFE0051148.

MLA Handbook (7th Edition):

Xu, Jiayi. “Explicit Vocabulary Teaching in a Second Grade Dual Language Classroom.” 2017. Web. 16 Oct 2019.

Vancouver:

Xu J. Explicit Vocabulary Teaching in a Second Grade Dual Language Classroom. [Internet] [Masters thesis]. University of Florida; 2017. [cited 2019 Oct 16]. Available from: http://ufdc.ufl.edu/UFE0051148.

Council of Science Editors:

Xu J. Explicit Vocabulary Teaching in a Second Grade Dual Language Classroom. [Masters Thesis]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051148


Cleveland State University

26. Torres, Ricardo A. THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT.

Degree: PhD, College of Education and Human Services, 2019, Cleveland State University

 The purpose of this study was to examine the effect on student scores on the Northwest Evaluation Association (NWEA®) Measures of Academic Progress (MAP) Reading… (more)

Subjects/Keywords: Education; Language Arts

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

APA (6th Edition):

Torres, R. A. (2019). THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1556883369734283

Chicago Manual of Style (16th Edition):

Torres, Ricardo A. “THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT.” 2019. Doctoral Dissertation, Cleveland State University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556883369734283.

MLA Handbook (7th Edition):

Torres, Ricardo A. “THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT.” 2019. Web. 16 Oct 2019.

Vancouver:

Torres RA. THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT. [Internet] [Doctoral dissertation]. Cleveland State University; 2019. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1556883369734283.

Council of Science Editors:

Torres RA. THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT. [Doctoral Dissertation]. Cleveland State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1556883369734283


University of Oklahoma

27. Hughes, Stacey. SPIRALING DOWN THE RABBIT HOLE: A CASE STUDY OF STUDENTS’ AND PARENTS’ PERCEPTIONS OF ANXIETY IN ENGLISH LANGUAGE ARTS.

Degree: PhD, 2019, University of Oklahoma

 The current study explores students’ and parents’ perceptions of the growing phenomenon of adolescent anxiety, its triggers, and its manifestations, specifically anxiety related the English… (more)

Subjects/Keywords: Education; Language; Literature

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

APA (6th Edition):

Hughes, S. (2019). SPIRALING DOWN THE RABBIT HOLE: A CASE STUDY OF STUDENTS’ AND PARENTS’ PERCEPTIONS OF ANXIETY IN ENGLISH LANGUAGE ARTS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319685

Chicago Manual of Style (16th Edition):

Hughes, Stacey. “SPIRALING DOWN THE RABBIT HOLE: A CASE STUDY OF STUDENTS’ AND PARENTS’ PERCEPTIONS OF ANXIETY IN ENGLISH LANGUAGE ARTS.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed October 16, 2019. http://hdl.handle.net/11244/319685.

MLA Handbook (7th Edition):

Hughes, Stacey. “SPIRALING DOWN THE RABBIT HOLE: A CASE STUDY OF STUDENTS’ AND PARENTS’ PERCEPTIONS OF ANXIETY IN ENGLISH LANGUAGE ARTS.” 2019. Web. 16 Oct 2019.

Vancouver:

Hughes S. SPIRALING DOWN THE RABBIT HOLE: A CASE STUDY OF STUDENTS’ AND PARENTS’ PERCEPTIONS OF ANXIETY IN ENGLISH LANGUAGE ARTS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11244/319685.

Council of Science Editors:

Hughes S. SPIRALING DOWN THE RABBIT HOLE: A CASE STUDY OF STUDENTS’ AND PARENTS’ PERCEPTIONS OF ANXIETY IN ENGLISH LANGUAGE ARTS. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319685


West Virginia University

28. Riepel, Joern-Timo. The Web 2.0 Revolution: Using technology to shape standard-based instruction.

Degree: MA, World Languages, Literatures and Linguistics, 2011, West Virginia University

 Different Web 2.0 applications, such as weblogs, podcasts, wikis, and twitter have revolutionized the way people interact online and opened a path to a new… (more)

Subjects/Keywords: Foreign language education

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

APA (6th Edition):

Riepel, J. (2011). The Web 2.0 Revolution: Using technology to shape standard-based instruction. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/4772

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):

Riepel, Joern-Timo. “The Web 2.0 Revolution: Using technology to shape standard-based instruction.” 2011. Thesis, West Virginia University. Accessed October 16, 2019. https://researchrepository.wvu.edu/etd/4772.

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

MLA Handbook (7th Edition):

Riepel, Joern-Timo. “The Web 2.0 Revolution: Using technology to shape standard-based instruction.” 2011. Web. 16 Oct 2019.

Vancouver:

Riepel J. The Web 2.0 Revolution: Using technology to shape standard-based instruction. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Oct 16]. Available from: https://researchrepository.wvu.edu/etd/4772.

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

Council of Science Editors:

Riepel J. The Web 2.0 Revolution: Using technology to shape standard-based instruction. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/4772

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

29. Ceron, Paul M. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.

Degree: 2017, California State University, Long Beach

  The education of English Learners in the United States is an urgent matter that merits the attention and, more importantly, action from the educational… (more)

Subjects/Keywords: Bilingual education; Elementary education; Language

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

APA (6th Edition):

Ceron, P. M. (2017). An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10252062

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):

Ceron, Paul M. “An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.” 2017. Thesis, California State University, Long Beach. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.

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

MLA Handbook (7th Edition):

Ceron, Paul M. “An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.” 2017. Web. 16 Oct 2019.

Vancouver:

Ceron PM. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.

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

Council of Science Editors:

Ceron PM. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062

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


Colorado State University

30. Waack, Brittany L. Motivation of second language learners| The influence on culture acquisition.

Degree: 2011, Colorado State University

  Second language (L2) acquisition does not consist solely of vocabulary, syntax and conjugations, it is necessary that learners also have an understanding of the… (more)

Subjects/Keywords: Education, Foreign Language; Education, Multilingual

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Waack, B. L. (2011). Motivation of second language learners| The influence on culture acquisition. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1483965

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):

Waack, Brittany L. “Motivation of second language learners| The influence on culture acquisition.” 2011. Thesis, Colorado State University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1483965.

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

MLA Handbook (7th Edition):

Waack, Brittany L. “Motivation of second language learners| The influence on culture acquisition.” 2011. Web. 16 Oct 2019.

Vancouver:

Waack BL. Motivation of second language learners| The influence on culture acquisition. [Internet] [Thesis]. Colorado State University; 2011. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1483965.

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

Council of Science Editors:

Waack BL. Motivation of second language learners| The influence on culture acquisition. [Thesis]. Colorado State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1483965

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

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