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You searched for subject:(Language AND languages Study AND teaching Early childhood ). Showing records 1 – 30 of 503 total matches.

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University of Namibia

1. Henok, Penehafo. Literacy practices at home and in preschools settings in the Khomas education region in Namibia.

Degree: 2014, University of Namibia

 The purpose of this study was to investigate whether pre-school children came from homes to pre-schools already exposed to writing and reading skills and whether… (more)

Subjects/Keywords: Literacy practices ; Language and languages, Study and teaching ; Literacy, Study and teaching (Early childhood) ; Literacy, Study and teaching (Preschool)

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APA (6th Edition):

Henok, P. (2014). Literacy practices at home and in preschools settings in the Khomas education region in Namibia. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/853

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):

Henok, Penehafo. “Literacy practices at home and in preschools settings in the Khomas education region in Namibia. ” 2014. Thesis, University of Namibia. Accessed July 14, 2020. http://hdl.handle.net/11070/853.

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

MLA Handbook (7th Edition):

Henok, Penehafo. “Literacy practices at home and in preschools settings in the Khomas education region in Namibia. ” 2014. Web. 14 Jul 2020.

Vancouver:

Henok P. Literacy practices at home and in preschools settings in the Khomas education region in Namibia. [Internet] [Thesis]. University of Namibia; 2014. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/11070/853.

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

Council of Science Editors:

Henok P. Literacy practices at home and in preschools settings in the Khomas education region in Namibia. [Thesis]. University of Namibia; 2014. Available from: http://hdl.handle.net/11070/853

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


Macquarie University

2. Benz, Victoria. Dynamics of bilingual early childhood education: parental attitudes and institutional realisation.

Degree: 2015, Macquarie University

Theoretical thesis.

Bibliography: pages 205-214.

1. Introduction to the research problem  – 2. Literature review and theoretical framework  – 3. Research design and methodology  –… (more)

Subjects/Keywords: Bilingualism in children  – New South Wales; Language and languages  – Study and teaching (Early childhood); Second language acquisition; bilingual education; parental attitudes; language ideology; early childhood education

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APA (6th Edition):

Benz, V. (2015). Dynamics of bilingual early childhood education: parental attitudes and institutional realisation. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1052772

Chicago Manual of Style (16th Edition):

Benz, Victoria. “Dynamics of bilingual early childhood education: parental attitudes and institutional realisation.” 2015. Doctoral Dissertation, Macquarie University. Accessed July 14, 2020. http://hdl.handle.net/1959.14/1052772.

MLA Handbook (7th Edition):

Benz, Victoria. “Dynamics of bilingual early childhood education: parental attitudes and institutional realisation.” 2015. Web. 14 Jul 2020.

Vancouver:

Benz V. Dynamics of bilingual early childhood education: parental attitudes and institutional realisation. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1959.14/1052772.

Council of Science Editors:

Benz V. Dynamics of bilingual early childhood education: parental attitudes and institutional realisation. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1052772


Stellenbosch University

3. Daniels, Deidrè Ann. Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?.

Degree: MA, Curriculum Studies, 2015, Stellenbosch University

AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die implementering van `n intervensieprogram ten opsigte van interaktiewe skryf op die skryfgedrag en skryfstrategieë van graad… (more)

Subjects/Keywords: Language arts (Early childhood); Language and languages  – Study and teaching (Elementary); Creative writing (Elementary education); UCTD

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APA (6th Edition):

Daniels, D. A. (2015). Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/98046

Chicago Manual of Style (16th Edition):

Daniels, Deidrè Ann. “Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?.” 2015. Masters Thesis, Stellenbosch University. Accessed July 14, 2020. http://hdl.handle.net/10019.1/98046.

MLA Handbook (7th Edition):

Daniels, Deidrè Ann. “Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?.” 2015. Web. 14 Jul 2020.

Vancouver:

Daniels DA. Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?. [Internet] [Masters thesis]. Stellenbosch University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10019.1/98046.

Council of Science Editors:

Daniels DA. Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?. [Masters Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/98046


University of Melbourne

4. Srinivasan, Prasanna. The inclusion of linguistic diversity in early childhood settings.

Degree: 2008, University of Melbourne

 I begin this study by drawing upon theories of language development during early childhood (Goddard, 1974; Foss & Hakes, 1978; Raban & Ure, 2000; Clarke,… (more)

Subjects/Keywords: Australia; Early childhood education; Education, Bilingual; Language acquisition; Language and culture; Language and education; Language and languages; Linguistics; Multicultural education; Postcolonialism; Study and teaching (Early childhood)

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APA (6th Edition):

Srinivasan, P. (2008). The inclusion of linguistic diversity in early childhood settings. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/57627

Chicago Manual of Style (16th Edition):

Srinivasan, Prasanna. “The inclusion of linguistic diversity in early childhood settings.” 2008. Masters Thesis, University of Melbourne. Accessed July 14, 2020. http://hdl.handle.net/11343/57627.

MLA Handbook (7th Edition):

Srinivasan, Prasanna. “The inclusion of linguistic diversity in early childhood settings.” 2008. Web. 14 Jul 2020.

Vancouver:

Srinivasan P. The inclusion of linguistic diversity in early childhood settings. [Internet] [Masters thesis]. University of Melbourne; 2008. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/11343/57627.

Council of Science Editors:

Srinivasan P. The inclusion of linguistic diversity in early childhood settings. [Masters Thesis]. University of Melbourne; 2008. Available from: http://hdl.handle.net/11343/57627


Central Connecticut State University

5. Krzemien, Marta, 1982-. Engaging all students with the use of authentic literature.

Degree: Department of Modern Languages, 2010, Central Connecticut State University

 In an effort to further research the use and benefits of authentic literature in the foreign language classroom this action research has been proposed. The… (more)

Subjects/Keywords: Language and languages  – Study and teaching; Spanish language  – Study and teaching

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APA (6th Edition):

Krzemien, Marta, 1. (2010). Engaging all students with the use of authentic literature. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1612

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):

Krzemien, Marta, 1982-. “Engaging all students with the use of authentic literature.” 2010. Thesis, Central Connecticut State University. Accessed July 14, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1612.

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

MLA Handbook (7th Edition):

Krzemien, Marta, 1982-. “Engaging all students with the use of authentic literature.” 2010. Web. 14 Jul 2020.

Vancouver:

Krzemien, Marta 1. Engaging all students with the use of authentic literature. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2020 Jul 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1612.

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

Council of Science Editors:

Krzemien, Marta 1. Engaging all students with the use of authentic literature. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1612

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

6. Mubanga, Veronica. Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District.

Degree: 2012, University of Zimbabwe

 This study mainly focused on the effects of using Nyanja language as a medium of teaching initial literacy in a predominantly Soli speaking area of… (more)

Subjects/Keywords: Language and Languages - Study and Teaching; Literacy

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APA (6th Edition):

Mubanga, V. (2012). Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/1989

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):

Mubanga, Veronica. “Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District.” 2012. Thesis, University of Zimbabwe. Accessed July 14, 2020. http://dspace.unza.zm/handle/123456789/1989.

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

MLA Handbook (7th Edition):

Mubanga, Veronica. “Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District.” 2012. Web. 14 Jul 2020.

Vancouver:

Mubanga V. Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District. [Internet] [Thesis]. University of Zimbabwe; 2012. [cited 2020 Jul 14]. Available from: http://dspace.unza.zm/handle/123456789/1989.

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

Council of Science Editors:

Mubanga V. Effects of the Use of Chinyanja to teach literacy in a predominantly Soli speaking area of Lwimba,in Chongwe District. [Thesis]. University of Zimbabwe; 2012. Available from: http://dspace.unza.zm/handle/123456789/1989

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. Lenz, Gabriele. Spelling instruction for beginning writers in whole language classrooms.

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

Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.

Subjects/Keywords: Spelling ability  – Study and teaching; Penmanship; Language and languages  – Orthography and spelling; Early childhood education; Language experience approach in education; Education; Reading and Language

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APA (6th Edition):

Lenz, G. (1996). Spelling instruction for beginning writers in whole language classrooms. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/990

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):

Lenz, Gabriele. “Spelling instruction for beginning writers in whole language classrooms.” 1996. Thesis, California State University – San Bernardino. Accessed July 14, 2020. http://scholarworks.lib.csusb.edu/etd-project/990.

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

MLA Handbook (7th Edition):

Lenz, Gabriele. “Spelling instruction for beginning writers in whole language classrooms.” 1996. Web. 14 Jul 2020.

Vancouver:

Lenz G. Spelling instruction for beginning writers in whole language classrooms. [Internet] [Thesis]. California State University – San Bernardino; 1996. [cited 2020 Jul 14]. Available from: http://scholarworks.lib.csusb.edu/etd-project/990.

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

Council of Science Editors:

Lenz G. Spelling instruction for beginning writers in whole language classrooms. [Thesis]. California State University – San Bernardino; 1996. Available from: http://scholarworks.lib.csusb.edu/etd-project/990

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


University of Missouri – Columbia

8. Smith, Alyssa. Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio.

Degree: 2017, University of Missouri – Columbia

 The concept of representation is an ancient one, and as such it has acquired multiple meanings throughout time. However, when the representation in question is… (more)

Subjects/Keywords: Language and languages  – Study and teaching; Romance languages; Romance-language drama

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APA (6th Edition):

Smith, A. (2017). Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61965

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):

Smith, Alyssa. “Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio.” 2017. Thesis, University of Missouri – Columbia. Accessed July 14, 2020. http://hdl.handle.net/10355/61965.

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

MLA Handbook (7th Edition):

Smith, Alyssa. “Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio.” 2017. Web. 14 Jul 2020.

Vancouver:

Smith A. Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10355/61965.

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

Council of Science Editors:

Smith A. Beyond dialogue : different literary and artistic strategies to represent the unspeakable in three francophone plays : Wajdi Mouawads Incendies, Groupovss Rwanda 94, and Milo Raus Hate Radio. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61965

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


Utah Valley University

9. Leite, Jamie Lynn Davis. Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education.

Degree: 2013, Utah Valley University

Utah became the first state to legislate funding for the implementation of dual language immersion programs across the state in 2008. Up to this point,… (more)

Subjects/Keywords: Immersion method (Language teaching); Language and languages – Study and teaching

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APA (6th Edition):

Leite, J. L. D. (2013). Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,619

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):

Leite, Jamie Lynn Davis. “Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education.” 2013. Thesis, Utah Valley University. Accessed July 14, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,619.

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

MLA Handbook (7th Edition):

Leite, Jamie Lynn Davis. “Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education.” 2013. Web. 14 Jul 2020.

Vancouver:

Leite JLD. Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education. [Internet] [Thesis]. Utah Valley University; 2013. [cited 2020 Jul 14]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,619.

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

Council of Science Editors:

Leite JLD. Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education. [Thesis]. Utah Valley University; 2013. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,619

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


Stellenbosch University

10. Nel, Joanine Hester. The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners.

Degree: PhD, General Linguistics, 2015, Stellenbosch University

 ENGLISH ABSTRACT: This study investigated the comprehension and production of articles, quantifiers, binding relations and passive constructions as later developing constructions (LDCs) by 27 Grade… (more)

Subjects/Keywords: Language acquisition; Language and languages  – Study and teaching; Children  – Language; UCTD

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APA (6th Edition):

Nel, J. H. (2015). The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97144

Chicago Manual of Style (16th Edition):

Nel, Joanine Hester. “The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed July 14, 2020. http://hdl.handle.net/10019.1/97144.

MLA Handbook (7th Edition):

Nel, Joanine Hester. “The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners.” 2015. Web. 14 Jul 2020.

Vancouver:

Nel JH. The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10019.1/97144.

Council of Science Editors:

Nel JH. The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97144


Rutgers University

11. Lovejoy, Kelly G., 1980-. Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments.

Degree: PhD, Spanish, 2015, Rutgers University

Arguments arise in the course of everyday interactions when one speaker disagrees with something that another speaker has said. The argument discourse of native speakers… (more)

Subjects/Keywords: Second language acquisition; Language and languages – Study and teaching; Spanish language

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APA (6th Edition):

Lovejoy, Kelly G., 1. (2015). Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/47469/

Chicago Manual of Style (16th Edition):

Lovejoy, Kelly G., 1980-. “Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments.” 2015. Doctoral Dissertation, Rutgers University. Accessed July 14, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/47469/.

MLA Handbook (7th Edition):

Lovejoy, Kelly G., 1980-. “Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments.” 2015. Web. 14 Jul 2020.

Vancouver:

Lovejoy, Kelly G. 1. Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2020 Jul 14]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47469/.

Council of Science Editors:

Lovejoy, Kelly G. 1. Learning to interact in Spanish as a second language: an examination of mitigation and participation in conversational arguments. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47469/


Nelson Mandela Metropolitan University

12. Ssembatya, Henry Hollan. An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda.

Degree: Faculty of Education, 2017, Nelson Mandela Metropolitan University

 This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary… (more)

Subjects/Keywords: Ganda language  – Study and teaching  – Uganda; African languages  – Study and teaching; Language acquisition

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APA (6th Edition):

Ssembatya, H. H. (2017). An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/14422

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):

Ssembatya, Henry Hollan. “An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed July 14, 2020. http://hdl.handle.net/10948/14422.

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

MLA Handbook (7th Edition):

Ssembatya, Henry Hollan. “An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda.” 2017. Web. 14 Jul 2020.

Vancouver:

Ssembatya HH. An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10948/14422.

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

Council of Science Editors:

Ssembatya HH. An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/14422

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


University of Johannesburg

13. Louw, Jay. Linguistic environmental factors and second language acquisition.

Degree: 2014, University of Johannesburg

M.Ed. (Education Linguistics)

Researchers generally agree that second languages are vitally important to diverse groups of people across the world today. The teaching of second… (more)

Subjects/Keywords: Second language acquisition; Language and languages - Study and teaching; Linguistic geography

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APA (6th Edition):

Louw, J. (2014). Linguistic environmental factors and second language acquisition. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9421

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):

Louw, Jay. “Linguistic environmental factors and second language acquisition.” 2014. Thesis, University of Johannesburg. Accessed July 14, 2020. http://hdl.handle.net/10210/9421.

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

MLA Handbook (7th Edition):

Louw, Jay. “Linguistic environmental factors and second language acquisition.” 2014. Web. 14 Jul 2020.

Vancouver:

Louw J. Linguistic environmental factors and second language acquisition. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10210/9421.

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

Council of Science Editors:

Louw J. Linguistic environmental factors and second language acquisition. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9421

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

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

Degree: 2017, SUNY College at Fredonia

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Almaliki, Ali. “The impact of using a bilingual dictionary (English-Arabic) for reading and writing .” 2017. Masters Thesis, SUNY College at Fredonia. Accessed July 14, 2020. http://hdl.handle.net/1951/70394.

MLA Handbook (7th Edition):

Almaliki, Ali. “The impact of using a bilingual dictionary (English-Arabic) for reading and writing .” 2017. Web. 14 Jul 2020.

Vancouver:

Almaliki A. The impact of using a bilingual dictionary (English-Arabic) for reading and writing . [Internet] [Masters thesis]. SUNY College at Fredonia; 2017. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1951/70394.

Council of Science Editors:

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


Stellenbosch University

15. Coetzee, Renee Wilma. Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector.

Degree: Modern Foreign Languages, 2009, Stellenbosch University

Thesis (MPhil (Modern Foreign Languages)) – University of Stellenbosch, 2009.

The evaluation and selection of software is a complex undertaking best performed by those with applicable… (more)

Subjects/Keywords: Language; Language and languages  – Computer-assisted instruction; Language and languages  – Study and teaching  – Technological innovations; Modern Foreign Languages

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

APA (6th Edition):

Coetzee, R. W. (2009). Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/2729

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):

Coetzee, Renee Wilma. “Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector.” 2009. Thesis, Stellenbosch University. Accessed July 14, 2020. http://hdl.handle.net/10019.1/2729.

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

MLA Handbook (7th Edition):

Coetzee, Renee Wilma. “Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector.” 2009. Web. 14 Jul 2020.

Vancouver:

Coetzee RW. Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10019.1/2729.

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

Council of Science Editors:

Coetzee RW. Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/2729

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


Nelson Mandela Metropolitan University

16. Childs, Margaret Mary. A reading based theory of teaching appropriate for the South African context.

Degree: DEd, Faculty of Education, 2008, Nelson Mandela Metropolitan University

 The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests… (more)

Subjects/Keywords: Literacy; Language and languages  – Study and teaching  – South Africa; Communicative competence  – Study and teaching

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

APA (6th Edition):

Childs, M. M. (2008). A reading based theory of teaching appropriate for the South African context. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/687

Chicago Manual of Style (16th Edition):

Childs, Margaret Mary. “A reading based theory of teaching appropriate for the South African context.” 2008. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed July 14, 2020. http://hdl.handle.net/10948/687.

MLA Handbook (7th Edition):

Childs, Margaret Mary. “A reading based theory of teaching appropriate for the South African context.” 2008. Web. 14 Jul 2020.

Vancouver:

Childs MM. A reading based theory of teaching appropriate for the South African context. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2008. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10948/687.

Council of Science Editors:

Childs MM. A reading based theory of teaching appropriate for the South African context. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2008. Available from: http://hdl.handle.net/10948/687


Portland State University

17. Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2011, Portland State University

  Previous research indicates that former schooling is an important factor to shape teachers' beliefs about teaching; teachers change the way they teach when their… (more)

Subjects/Keywords: Language and languages  – Study and teaching (Higher); Language teachers  – Training of  – Philosophy; Effective teaching

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

APA (6th Edition):

Lin, S. (2011). Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/283

Chicago Manual of Style (16th Edition):

Lin, Shaojuan. “Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching.” 2011. Doctoral Dissertation, Portland State University. Accessed July 14, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/283.

MLA Handbook (7th Edition):

Lin, Shaojuan. “Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching.” 2011. Web. 14 Jul 2020.

Vancouver:

Lin S. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2020 Jul 14]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/283.

Council of Science Editors:

Lin S. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. [Doctoral Dissertation]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/283


Stellenbosch University

18. Steenkamp, Andries Willem. Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum.

Degree: African Languages, 2009, Stellenbosch University

Thesis (DLitt (African Languages)) – University of Stellenbosch, 2009.

This study explores how focus on form can be included by means of computer within a task-based… (more)

Subjects/Keywords: African languages; Second language teaching; Xhosa language  – Study and teaching; Computer-assisted instruction

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

APA (6th Edition):

Steenkamp, A. W. (2009). Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/1247

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):

Steenkamp, Andries Willem. “Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum.” 2009. Thesis, Stellenbosch University. Accessed July 14, 2020. http://hdl.handle.net/10019.1/1247.

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

MLA Handbook (7th Edition):

Steenkamp, Andries Willem. “Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum.” 2009. Web. 14 Jul 2020.

Vancouver:

Steenkamp AW. Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10019.1/1247.

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

Council of Science Editors:

Steenkamp AW. Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/1247

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


University of Johannesburg

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

Degree: 2011, University of Johannesburg

M.Comm.

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Turner, Norma Estelle. “The need to sensitize primary schools teachers to the effect of mother tongue interference.” 2011. Thesis, University of Johannesburg. Accessed July 14, 2020. http://hdl.handle.net/10210/4148.

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

MLA Handbook (7th Edition):

Turner, Norma Estelle. “The need to sensitize primary schools teachers to the effect of mother tongue interference.” 2011. Web. 14 Jul 2020.

Vancouver:

Turner NE. The need to sensitize primary schools teachers to the effect of mother tongue interference. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10210/4148.

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

Council of Science Editors:

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

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


Rutgers University

20. Kirova, Alena, 1981-. Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners.

Degree: PhD, Spanish, 2016, Rutgers University

The main purpose of this dissertation is to investigate whether L2 learners can acquire and perform native-like on gender agreement. Gender has been studied by… (more)

Subjects/Keywords: Second language acquisition; Language and languages – Study and teaching; Spanish language – Gender

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APA (6th Edition):

Kirova, Alena, 1. (2016). Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/49248/

Chicago Manual of Style (16th Edition):

Kirova, Alena, 1981-. “Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners.” 2016. Doctoral Dissertation, Rutgers University. Accessed July 14, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/49248/.

MLA Handbook (7th Edition):

Kirova, Alena, 1981-. “Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners.” 2016. Web. 14 Jul 2020.

Vancouver:

Kirova, Alena 1. Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2020 Jul 14]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49248/.

Council of Science Editors:

Kirova, Alena 1. Lexical and morphological aspects of gender and their effect on the acquisition of gender agreement in second language learners. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49248/


Nelson Mandela Metropolitan University

21. Sepeng, Johannes Percy. Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems.

Degree: DEd, Faculty of Education, 2010, Nelson Mandela Metropolitan University

 Second language (English) learning of mathematics is common in South African mathematics classrooms, including those in the Eastern Cape Province of South Africa where isiXhosa… (more)

Subjects/Keywords: Mathematics  – Language; Mathematics  – Study and teaching; Language and languages  – Mathematics; Second language acquisition  – Study and teaching

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

APA (6th Edition):

Sepeng, J. P. (2010). Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1455

Chicago Manual of Style (16th Edition):

Sepeng, Johannes Percy. “Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems.” 2010. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed July 14, 2020. http://hdl.handle.net/10948/1455.

MLA Handbook (7th Edition):

Sepeng, Johannes Percy. “Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems.” 2010. Web. 14 Jul 2020.

Vancouver:

Sepeng JP. Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10948/1455.

Council of Science Editors:

Sepeng JP. Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1455


University of Johannesburg

22. Badenhorst, Barend. 'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding.

Degree: 2009, University of Johannesburg

D.Litt. et Phil.

The matter of ill-equipped black Afrikaans teachers still remains a topical issue but it appears as though little progress has been made… (more)

Subjects/Keywords: In-service training of Black teachers; Afrikaans language study and teaching; Language and languages study and teaching; Second language acquisition

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APA (6th Edition):

Badenhorst, B. (2009). 'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/1839

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):

Badenhorst, Barend. “'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding.” 2009. Thesis, University of Johannesburg. Accessed July 14, 2020. http://hdl.handle.net/10210/1839.

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

MLA Handbook (7th Edition):

Badenhorst, Barend. “'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding.” 2009. Web. 14 Jul 2020.

Vancouver:

Badenhorst B. 'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10210/1839.

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

Council of Science Editors:

Badenhorst B. 'n Kritiese evaluering van die onderrigsituasie van swart Afrikaans-onderwysers met die oog op indiensopleiding. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/1839

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


Rhodes University

23. Kangootui, Angela Lydia. On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school.

Degree: Faculty of Education, Education, 2018, Rhodes University

 This study sought to investigate English literate journeys of selected Grade 12 learners who come from educationally disempowering home backgrounds, and who ‘meet’ informal and/or… (more)

Subjects/Keywords: English language  – Study and teaching (Secondary)  – Namibia; Second language acquisition; Language and languages  – Study and teaching

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APA (6th Edition):

Kangootui, A. L. (2018). On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/62252

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):

Kangootui, Angela Lydia. “On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school.” 2018. Thesis, Rhodes University. Accessed July 14, 2020. http://hdl.handle.net/10962/62252.

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

MLA Handbook (7th Edition):

Kangootui, Angela Lydia. “On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school.” 2018. Web. 14 Jul 2020.

Vancouver:

Kangootui AL. On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school. [Internet] [Thesis]. Rhodes University; 2018. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10962/62252.

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

Council of Science Editors:

Kangootui AL. On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school. [Thesis]. Rhodes University; 2018. Available from: http://hdl.handle.net/10962/62252

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


University of Oklahoma

24. Lorinczova, Klaudia. Teaching English to Speakers of Other Languages in Two Sociocultural Contexts.

Degree: PhD, 2010, University of Oklahoma

 The findings of the study showcased that the teachers who teach English to speakers of other languages in different sociocultural context are influenced in the… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers; Language and languages – Study and teaching; Second language acquisition

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APA (6th Edition):

Lorinczova, K. (2010). Teaching English to Speakers of Other Languages in Two Sociocultural Contexts. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319080

Chicago Manual of Style (16th Edition):

Lorinczova, Klaudia. “Teaching English to Speakers of Other Languages in Two Sociocultural Contexts.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed July 14, 2020. http://hdl.handle.net/11244/319080.

MLA Handbook (7th Edition):

Lorinczova, Klaudia. “Teaching English to Speakers of Other Languages in Two Sociocultural Contexts.” 2010. Web. 14 Jul 2020.

Vancouver:

Lorinczova K. Teaching English to Speakers of Other Languages in Two Sociocultural Contexts. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/11244/319080.

Council of Science Editors:

Lorinczova K. Teaching English to Speakers of Other Languages in Two Sociocultural Contexts. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/319080


Michigan State University

25. Yao, Changchang. Does perceived language difficulty hinder language learning.

Degree: 2015, Michigan State University

"This is an empirical study that investigates 1) the relationship between perceived language difficulty and foreign language anxiety (FLA) in a beginner-level Chinese lesson as… (more)

Subjects/Keywords: Language and languages – Study and teaching; Chinese language – Study and teaching – Foreign speakers; Learning, Psychology of; Anxiety; Language

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APA (6th Edition):

Yao, C. (2015). Does perceived language difficulty hinder language learning. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3363

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):

Yao, Changchang. “Does perceived language difficulty hinder language learning.” 2015. Thesis, Michigan State University. Accessed July 14, 2020. http://etd.lib.msu.edu/islandora/object/etd:3363.

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

MLA Handbook (7th Edition):

Yao, Changchang. “Does perceived language difficulty hinder language learning.” 2015. Web. 14 Jul 2020.

Vancouver:

Yao C. Does perceived language difficulty hinder language learning. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Jul 14]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3363.

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

Council of Science Editors:

Yao C. Does perceived language difficulty hinder language learning. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3363

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


Nelson Mandela Metropolitan University

26. Domingo, Jamiellah. Exploring a dialogic approach to writing for English second language learners.

Degree: 2019, Nelson Mandela Metropolitan University

 In South Africa, most of our children learn in a language other than their home language. Language and Literacy is thus a major concern for… (more)

Subjects/Keywords: Dialogism (Literary analysis); Creative writing  – Study and teaching; Thought and thinking  – Study and teaching; Language and languages  – Study and teaching

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APA (6th Edition):

Domingo, J. (2019). Exploring a dialogic approach to writing for English second language learners. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/39534

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):

Domingo, Jamiellah. “Exploring a dialogic approach to writing for English second language learners.” 2019. Thesis, Nelson Mandela Metropolitan University. Accessed July 14, 2020. http://hdl.handle.net/10948/39534.

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

MLA Handbook (7th Edition):

Domingo, Jamiellah. “Exploring a dialogic approach to writing for English second language learners.” 2019. Web. 14 Jul 2020.

Vancouver:

Domingo J. Exploring a dialogic approach to writing for English second language learners. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2019. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10948/39534.

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

Council of Science Editors:

Domingo J. Exploring a dialogic approach to writing for English second language learners. [Thesis]. Nelson Mandela Metropolitan University; 2019. Available from: http://hdl.handle.net/10948/39534

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


Utah Valley University

27. Dukes, Clifton. Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology.

Degree: 2012, Utah Valley University

This study researches the feelings and perceptions students have about being taught a foreign language through the use of Total Physical Response and Storytelling (TPRS)… (more)

Subjects/Keywords: TPR Storytelling; Language and languages – Study and teaching

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APA (6th Edition):

Dukes, C. (2012). Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,597

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):

Dukes, Clifton. “Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology.” 2012. Thesis, Utah Valley University. Accessed July 14, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,597.

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

MLA Handbook (7th Edition):

Dukes, Clifton. “Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology.” 2012. Web. 14 Jul 2020.

Vancouver:

Dukes C. Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2020 Jul 14]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,597.

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

Council of Science Editors:

Dukes C. Students' perceptions of Total Physical Response and Storytelling as a stand-alone foreign language learning methodology. [Thesis]. Utah Valley University; 2012. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,597

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


Nelson Mandela Metropolitan University

28. Adams, Natalie. Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students.

Degree: Faculty of Arts, 2013, Nelson Mandela Metropolitan University

 This study aims at eliciting what shifts in term of multilingual possibilities can be detected in the language attitudes of first year National Diploma in… (more)

Subjects/Keywords: Language and languages  – Study and teaching  – Bilingual method; Education, Bilingual

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APA (6th Edition):

Adams, N. (2013). Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1011052

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):

Adams, Natalie. “Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students.” 2013. Thesis, Nelson Mandela Metropolitan University. Accessed July 14, 2020. http://hdl.handle.net/10948/d1011052.

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

MLA Handbook (7th Edition):

Adams, Natalie. “Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students.” 2013. Web. 14 Jul 2020.

Vancouver:

Adams N. Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10948/d1011052.

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

Council of Science Editors:

Adams N. Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students. [Thesis]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1011052

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


University of KwaZulu-Natal

29. [No author]. Classroom talk : lowered affective filters and ESL proficiency in arts and culture classrooms.

Degree: Education, 2007, University of KwaZulu-Natal

 This case study explores the impact of a specially designed programme of communicative strategies: role-play, group-work, pair-work, and information gap activities, on English second language(more)

Subjects/Keywords: Education.; Communication in education.; Language and languages – Study and teaching.

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

APA (6th Edition):

author], [. (2007). Classroom talk : lowered affective filters and ESL proficiency in arts and culture classrooms. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3177

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):

author], [No. “Classroom talk : lowered affective filters and ESL proficiency in arts and culture classrooms. ” 2007. Thesis, University of KwaZulu-Natal. Accessed July 14, 2020. http://hdl.handle.net/10413/3177.

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

MLA Handbook (7th Edition):

author], [No. “Classroom talk : lowered affective filters and ESL proficiency in arts and culture classrooms. ” 2007. Web. 14 Jul 2020.

Vancouver:

author] [. Classroom talk : lowered affective filters and ESL proficiency in arts and culture classrooms. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10413/3177.

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

Council of Science Editors:

author] [. Classroom talk : lowered affective filters and ESL proficiency in arts and culture classrooms. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/3177

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


Rutgers University

30. Suh, Sora, 1982-. Intersections of home and school: an analysis of directive interactions of Korean American children at home and in preschool.

Degree: PhD, Education, 2016, Rutgers University

This study investigated the use of directives by three bilingual Korean American children and their families in central New Jersey in the contexts of home… (more)

Subjects/Keywords: Language and languages – Study and teaching; Korean American children; Bilingualism

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

APA (6th Edition):

Suh, Sora, 1. (2016). Intersections of home and school: an analysis of directive interactions of Korean American children at home and in preschool. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/50191/

Chicago Manual of Style (16th Edition):

Suh, Sora, 1982-. “Intersections of home and school: an analysis of directive interactions of Korean American children at home and in preschool.” 2016. Doctoral Dissertation, Rutgers University. Accessed July 14, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/50191/.

MLA Handbook (7th Edition):

Suh, Sora, 1982-. “Intersections of home and school: an analysis of directive interactions of Korean American children at home and in preschool.” 2016. Web. 14 Jul 2020.

Vancouver:

Suh, Sora 1. Intersections of home and school: an analysis of directive interactions of Korean American children at home and in preschool. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2020 Jul 14]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/50191/.

Council of Science Editors:

Suh, Sora 1. Intersections of home and school: an analysis of directive interactions of Korean American children at home and in preschool. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/50191/

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