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You searched for subject:(Language AND languages Study AND teaching Higher ). Showing records 1 – 30 of 466 total matches.

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Portland State University

1. 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 October 14, 2019. 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 Oct 2019.

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 2019 Oct 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


University of Hong Kong

2. Chavali, Nalini. Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning.

Degree: PhD, 2011, University of Hong Kong

 The literature on autonomy in language education has primarily focused on the development of a theoretical basis for the construct of autonomy and the implementation… (more)

Subjects/Keywords: Language and languages - Study and teaching (Higher) - China - Hong Kong.; English language - Study and teaching (Higher) - China - Hong Kong.

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APA (6th Edition):

Chavali, N. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning. (Doctoral Dissertation). University of Hong Kong. Retrieved from Chavali, N.. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong : implications for the theory and practice of autonomy in learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722868 ; http://dx.doi.org/10.5353/th_b4722868 ; http://hdl.handle.net/10722/166977

Chicago Manual of Style (16th Edition):

Chavali, Nalini. “Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning.” 2011. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. Chavali, N.. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong : implications for the theory and practice of autonomy in learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722868 ; http://dx.doi.org/10.5353/th_b4722868 ; http://hdl.handle.net/10722/166977.

MLA Handbook (7th Edition):

Chavali, Nalini. “Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning.” 2011. Web. 14 Oct 2019.

Vancouver:

Chavali N. Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2019 Oct 14]. Available from: Chavali, N.. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong : implications for the theory and practice of autonomy in learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722868 ; http://dx.doi.org/10.5353/th_b4722868 ; http://hdl.handle.net/10722/166977.

Council of Science Editors:

Chavali N. Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning. [Doctoral Dissertation]. University of Hong Kong; 2011. Available from: Chavali, N.. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong : implications for the theory and practice of autonomy in learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722868 ; http://dx.doi.org/10.5353/th_b4722868 ; http://hdl.handle.net/10722/166977


University of Oklahoma

3. Cox, Sherry J. MANDATORY SECOND LANGUAGE LEARNING IN POST-SECONDARY EDUCATION: THE ROLE OF THE IDEAL SELF AND IMAGERY IN MOTIVATION AND ACHIEVEMENT.

Degree: PhD, 2012, University of Oklahoma

 Data validated the L2 MSS model in a US population of L2 learners in compulsory courses. Results indicated that while all three constructs of the… (more)

Subjects/Keywords: Language and languages – Study and teaching (Higher); Spanish language – Study and teaching (Higher); Motivation in education

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APA (6th Edition):

Cox, S. J. (2012). MANDATORY SECOND LANGUAGE LEARNING IN POST-SECONDARY EDUCATION: THE ROLE OF THE IDEAL SELF AND IMAGERY IN MOTIVATION AND ACHIEVEMENT. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318942

Chicago Manual of Style (16th Edition):

Cox, Sherry J. “MANDATORY SECOND LANGUAGE LEARNING IN POST-SECONDARY EDUCATION: THE ROLE OF THE IDEAL SELF AND IMAGERY IN MOTIVATION AND ACHIEVEMENT.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed October 14, 2019. http://hdl.handle.net/11244/318942.

MLA Handbook (7th Edition):

Cox, Sherry J. “MANDATORY SECOND LANGUAGE LEARNING IN POST-SECONDARY EDUCATION: THE ROLE OF THE IDEAL SELF AND IMAGERY IN MOTIVATION AND ACHIEVEMENT.” 2012. Web. 14 Oct 2019.

Vancouver:

Cox SJ. MANDATORY SECOND LANGUAGE LEARNING IN POST-SECONDARY EDUCATION: THE ROLE OF THE IDEAL SELF AND IMAGERY IN MOTIVATION AND ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/11244/318942.

Council of Science Editors:

Cox SJ. MANDATORY SECOND LANGUAGE LEARNING IN POST-SECONDARY EDUCATION: THE ROLE OF THE IDEAL SELF AND IMAGERY IN MOTIVATION AND ACHIEVEMENT. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318942


University of Hong Kong

4. Ho, Man-bo. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.

Degree: EdD, 2017, University of Hong Kong

Studies on critical gender and sexual curriculum have been conducted in Western countries in the past three decades. However, such research is still at the… (more)

Subjects/Keywords: Sexual minorities in higher education; Language and languages - Study and teaching (Higher); Language arts (Higher) - Correlation with content subjects

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APA (6th Edition):

Ho, M. (2017). Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252077

Chicago Manual of Style (16th Edition):

Ho, Man-bo. “Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. http://hdl.handle.net/10722/252077.

MLA Handbook (7th Edition):

Ho, Man-bo. “Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.” 2017. Web. 14 Oct 2019.

Vancouver:

Ho M. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10722/252077.

Council of Science Editors:

Ho M. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/252077


University of Johannesburg

5. Masebenza, Benson James. Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective.

Degree: 2014, University of Johannesburg

M.A. (Applied Linguistics)

The central concern of the research study is the academic underachievement of the student. The problem is probed by looking at the… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - South Africa - Venda - Foreign speakers; English language - Study and teaching (Higher) - South Africa - Foreign speakers; Language and languages - Study and teaching - Social aspects

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APA (6th Edition):

Masebenza, B. J. (2014). Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9325

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):

Masebenza, Benson James. “Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective.” 2014. Thesis, University of Johannesburg. Accessed October 14, 2019. http://hdl.handle.net/10210/9325.

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

MLA Handbook (7th Edition):

Masebenza, Benson James. “Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective.” 2014. Web. 14 Oct 2019.

Vancouver:

Masebenza BJ. Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10210/9325.

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

Council of Science Editors:

Masebenza BJ. Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9325

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


Rhodes University

6. Makhatini, Freedom Nkanyiso. The development of isiZulu as an academic language for the teaching of fundamental concepts in economics.

Degree: Faculty of Humanities, School of Languages, 2011, Rhodes University

 This thesis looks at language as the medium of all our ideas and sentiments. The thesis represents a position statement regarding the development of isiZulu… (more)

Subjects/Keywords: Zulu language  – Study and teaching (Higher)  – South Africa; African languages  – Study and teaching (Higher)  – South Africa; Economics  – Study and teaching (Higher)  – South Africa

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APA (6th Edition):

Makhatini, F. N. (2011). The development of isiZulu as an academic language for the teaching of fundamental concepts in economics. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1002164

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):

Makhatini, Freedom Nkanyiso. “The development of isiZulu as an academic language for the teaching of fundamental concepts in economics.” 2011. Thesis, Rhodes University. Accessed October 14, 2019. http://hdl.handle.net/10962/d1002164.

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

MLA Handbook (7th Edition):

Makhatini, Freedom Nkanyiso. “The development of isiZulu as an academic language for the teaching of fundamental concepts in economics.” 2011. Web. 14 Oct 2019.

Vancouver:

Makhatini FN. The development of isiZulu as an academic language for the teaching of fundamental concepts in economics. [Internet] [Thesis]. Rhodes University; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10962/d1002164.

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

Council of Science Editors:

Makhatini FN. The development of isiZulu as an academic language for the teaching of fundamental concepts in economics. [Thesis]. Rhodes University; 2011. Available from: http://hdl.handle.net/10962/d1002164

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


Rhodes University

7. Kaschula, Russell H. In search of the African voice in higher education: the language question.

Degree: 2016, Rhodes University

 This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards… (more)

Subjects/Keywords: African languages  – Study and teaching (Higher)  – South Africa; Educational change  – South Africa; Education, Higher  – South Africa; Multiligualism; Language and languages  – Study and teaching

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APA (6th Edition):

Kaschula, R. H. (2016). In search of the African voice in higher education: the language question. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/59274 ; http://dx.doi.org/10.5842/49-0-658

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

Chicago Manual of Style (16th Edition):

Kaschula, Russell H. “In search of the African voice in higher education: the language question.” 2016. Thesis, Rhodes University. Accessed October 14, 2019. http://hdl.handle.net/10962/59274 ; http://dx.doi.org/10.5842/49-0-658.

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

MLA Handbook (7th Edition):

Kaschula, Russell H. “In search of the African voice in higher education: the language question.” 2016. Web. 14 Oct 2019.

Vancouver:

Kaschula RH. In search of the African voice in higher education: the language question. [Internet] [Thesis]. Rhodes University; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10962/59274 ; http://dx.doi.org/10.5842/49-0-658.

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

Council of Science Editors:

Kaschula RH. In search of the African voice in higher education: the language question. [Thesis]. Rhodes University; 2016. Available from: http://hdl.handle.net/10962/59274 ; http://dx.doi.org/10.5842/49-0-658

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


University of Johannesburg

8. Swanepoel, Carel Johannes. Die onderrig van Afrikatale deur Technikon SA aan nie-moedertaalsprekers in die SAPD.

Degree: 2014, University of Johannesburg

D.Litt. et Phil.

Technikon SA, situated in Florida, is the largest technikon in South Africa with an enrolment figure of more than 80 000 for… (more)

Subjects/Keywords: Technikon SA; Second language acquisition; African languages - Study and teaching (Higher) - South Africa; African languages - Study and teaching (Higher) - South Africa - Foreign speakers

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APA (6th Edition):

Swanepoel, C. J. (2014). Die onderrig van Afrikatale deur Technikon SA aan nie-moedertaalsprekers in die SAPD. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9425

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):

Swanepoel, Carel Johannes. “Die onderrig van Afrikatale deur Technikon SA aan nie-moedertaalsprekers in die SAPD.” 2014. Thesis, University of Johannesburg. Accessed October 14, 2019. http://hdl.handle.net/10210/9425.

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

MLA Handbook (7th Edition):

Swanepoel, Carel Johannes. “Die onderrig van Afrikatale deur Technikon SA aan nie-moedertaalsprekers in die SAPD.” 2014. Web. 14 Oct 2019.

Vancouver:

Swanepoel CJ. Die onderrig van Afrikatale deur Technikon SA aan nie-moedertaalsprekers in die SAPD. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10210/9425.

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

Council of Science Editors:

Swanepoel CJ. Die onderrig van Afrikatale deur Technikon SA aan nie-moedertaalsprekers in die SAPD. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9425

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


Portland State University

9. Godfrey, Kathleen Ann. Global Learning Outcomes of a Domestic Foreign Language Immersion Program.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2013, Portland State University

  There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent… (more)

Subjects/Keywords: Language and languages  – Study and teaching (Higher); Immersion method (Language teaching); College students  – Attitudes; Transformative learning; International education; First and Second Language Acquisition; Higher Education; Language and Literacy Education

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APA (6th Edition):

Godfrey, K. A. (2013). Global Learning Outcomes of a Domestic Foreign Language Immersion Program. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1034

Chicago Manual of Style (16th Edition):

Godfrey, Kathleen Ann. “Global Learning Outcomes of a Domestic Foreign Language Immersion Program.” 2013. Doctoral Dissertation, Portland State University. Accessed October 14, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/1034.

MLA Handbook (7th Edition):

Godfrey, Kathleen Ann. “Global Learning Outcomes of a Domestic Foreign Language Immersion Program.” 2013. Web. 14 Oct 2019.

Vancouver:

Godfrey KA. Global Learning Outcomes of a Domestic Foreign Language Immersion Program. [Internet] [Doctoral dissertation]. Portland State University; 2013. [cited 2019 Oct 14]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1034.

Council of Science Editors:

Godfrey KA. Global Learning Outcomes of a Domestic Foreign Language Immersion Program. [Doctoral Dissertation]. Portland State University; 2013. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1034


University of Hong Kong

10. Chan, Suk-ching, Clarice. A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes.

Degree: PhD, 2010, University of Hong Kong

published_or_final_version

Education

Doctoral

Doctor of Philosophy

Advisors/Committee Members: Andrews, SJ.

Subjects/Keywords: Language and languages - Study and teaching (Higher); English language - Study and teaching (Higher)

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

APA (6th Edition):

Chan, Suk-ching, C. (2010). A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes. (Doctoral Dissertation). University of Hong Kong. Retrieved from Chan, S. C. [陳淑貞]. (2010). A sociocultural study of second language tasks in business English contexts : an activity theory perspective on task processes and outcomes. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4555444 ; http://dx.doi.org/10.5353/th_b4555444 ; http://hdl.handle.net/10722/143998

Chicago Manual of Style (16th Edition):

Chan, Suk-ching, Clarice. “A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes.” 2010. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. Chan, S. C. [陳淑貞]. (2010). A sociocultural study of second language tasks in business English contexts : an activity theory perspective on task processes and outcomes. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4555444 ; http://dx.doi.org/10.5353/th_b4555444 ; http://hdl.handle.net/10722/143998.

MLA Handbook (7th Edition):

Chan, Suk-ching, Clarice. “A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes.” 2010. Web. 14 Oct 2019.

Vancouver:

Chan, Suk-ching C. A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes. [Internet] [Doctoral dissertation]. University of Hong Kong; 2010. [cited 2019 Oct 14]. Available from: Chan, S. C. [陳淑貞]. (2010). A sociocultural study of second language tasks in business English contexts : an activity theory perspective on task processes and outcomes. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4555444 ; http://dx.doi.org/10.5353/th_b4555444 ; http://hdl.handle.net/10722/143998.

Council of Science Editors:

Chan, Suk-ching C. A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes. [Doctoral Dissertation]. University of Hong Kong; 2010. Available from: Chan, S. C. [陳淑貞]. (2010). A sociocultural study of second language tasks in business English contexts : an activity theory perspective on task processes and outcomes. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4555444 ; http://dx.doi.org/10.5353/th_b4555444 ; http://hdl.handle.net/10722/143998


Marshall University

11. Pickens, Bryan M. The Perceptions of College Foreign Language Students Concerning their High School Foreign Language Preparation.

Degree: 2017, Marshall University

 The purpose of this study was to examine the perceptions of college students studying a foreign language concerning their high school foreign language study experience.… (more)

Subjects/Keywords: Articulation; Curriculum and Instruction; Foreign Languages; Higher Education; Secondary Education; <; p>; Language and languages  – Study and teaching  – Curricula.<; /p>; <; p>; Language and languages  – Study and teaching (Higher)<; /p>; <; p>; Language and languages  – Study and teaching (Secondary)<; /p>;

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

APA (6th Edition):

Pickens, B. M. (2017). The Perceptions of College Foreign Language Students Concerning their High School Foreign Language Preparation. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1109

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):

Pickens, Bryan M. “The Perceptions of College Foreign Language Students Concerning their High School Foreign Language Preparation.” 2017. Thesis, Marshall University. Accessed October 14, 2019. https://mds.marshall.edu/etd/1109.

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

MLA Handbook (7th Edition):

Pickens, Bryan M. “The Perceptions of College Foreign Language Students Concerning their High School Foreign Language Preparation.” 2017. Web. 14 Oct 2019.

Vancouver:

Pickens BM. The Perceptions of College Foreign Language Students Concerning their High School Foreign Language Preparation. [Internet] [Thesis]. Marshall University; 2017. [cited 2019 Oct 14]. Available from: https://mds.marshall.edu/etd/1109.

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

Council of Science Editors:

Pickens BM. The Perceptions of College Foreign Language Students Concerning their High School Foreign Language Preparation. [Thesis]. Marshall University; 2017. Available from: https://mds.marshall.edu/etd/1109

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


University of Hong Kong

12. Keh, Claudia Lynne. The factors impacting on teacher's decision-making when handling language form in the university language classroom.

Degree: EdD, 2015, University of Hong Kong

 Teacher cognition—what teachers think, know and believe – has been found to directly impact the decisions teachers make in the classroom. The relationship between teaching cognition… (more)

Subjects/Keywords: Language teachers - China - Hong Kong - Psychology; Language and languages - Study and teaching (Higher) - China - Hong Kong

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APA (6th Edition):

Keh, C. L. (2015). The factors impacting on teacher's decision-making when handling language form in the university language classroom. (Doctoral Dissertation). University of Hong Kong. Retrieved from Keh, C. L.. (2015). The factors impacting on teacher's decision-making when handling language form in the university language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5690652 ; http://dx.doi.org/10.5353/th_b5690652 ; http://hdl.handle.net/10722/223142

Chicago Manual of Style (16th Edition):

Keh, Claudia Lynne. “The factors impacting on teacher's decision-making when handling language form in the university language classroom.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. Keh, C. L.. (2015). The factors impacting on teacher's decision-making when handling language form in the university language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5690652 ; http://dx.doi.org/10.5353/th_b5690652 ; http://hdl.handle.net/10722/223142.

MLA Handbook (7th Edition):

Keh, Claudia Lynne. “The factors impacting on teacher's decision-making when handling language form in the university language classroom.” 2015. Web. 14 Oct 2019.

Vancouver:

Keh CL. The factors impacting on teacher's decision-making when handling language form in the university language classroom. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2019 Oct 14]. Available from: Keh, C. L.. (2015). The factors impacting on teacher's decision-making when handling language form in the university language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5690652 ; http://dx.doi.org/10.5353/th_b5690652 ; http://hdl.handle.net/10722/223142.

Council of Science Editors:

Keh CL. The factors impacting on teacher's decision-making when handling language form in the university language classroom. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Keh, C. L.. (2015). The factors impacting on teacher's decision-making when handling language form in the university language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5690652 ; http://dx.doi.org/10.5353/th_b5690652 ; http://hdl.handle.net/10722/223142


University of Hong Kong

13. Meas, Sopheak. Investigating the feasibility of adopting task-based language teachingin a university setting in Cambodia.

Degree: MEd, 2010, University of Hong Kong

As Carless (2007) and Johnson (2001) have pointed out, task-based language teaching (TBLT) has been a subject of immense interest within contemporary English language teaching.… (more)

Subjects/Keywords: Language and languages - Study and teaching (Higher) - Cambodia.; Second language acquisition.; Task analysis in education - Cambodia.

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

APA (6th Edition):

Meas, S. (2010). Investigating the feasibility of adopting task-based language teachingin a university setting in Cambodia. (Masters Thesis). University of Hong Kong. Retrieved from Meas, S.. (2010). Investigating the feasibility of adopting task-based language teaching in a university setting in Cambodia. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017698 ; http://dx.doi.org/10.5353/th_b5017698 ; http://hdl.handle.net/10722/183342

Chicago Manual of Style (16th Edition):

Meas, Sopheak. “Investigating the feasibility of adopting task-based language teachingin a university setting in Cambodia.” 2010. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. Meas, S.. (2010). Investigating the feasibility of adopting task-based language teaching in a university setting in Cambodia. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017698 ; http://dx.doi.org/10.5353/th_b5017698 ; http://hdl.handle.net/10722/183342.

MLA Handbook (7th Edition):

Meas, Sopheak. “Investigating the feasibility of adopting task-based language teachingin a university setting in Cambodia.” 2010. Web. 14 Oct 2019.

Vancouver:

Meas S. Investigating the feasibility of adopting task-based language teachingin a university setting in Cambodia. [Internet] [Masters thesis]. University of Hong Kong; 2010. [cited 2019 Oct 14]. Available from: Meas, S.. (2010). Investigating the feasibility of adopting task-based language teaching in a university setting in Cambodia. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017698 ; http://dx.doi.org/10.5353/th_b5017698 ; http://hdl.handle.net/10722/183342.

Council of Science Editors:

Meas S. Investigating the feasibility of adopting task-based language teachingin a university setting in Cambodia. [Masters Thesis]. University of Hong Kong; 2010. Available from: Meas, S.. (2010). Investigating the feasibility of adopting task-based language teaching in a university setting in Cambodia. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017698 ; http://dx.doi.org/10.5353/th_b5017698 ; http://hdl.handle.net/10722/183342


University of KwaZulu-Natal

14. Wildsmith, Rosemary. The development of a sustainability model for the integration and use of an African language as a language of learning and teaching in higher education.

Degree: 2010, University of KwaZulu-Natal

 This paper discusses the organic development of a Sustainability Model for the implementation of an African language, viz. Zulu, as a language of learning and… (more)

Subjects/Keywords: African languages – Study and teaching (Higher) – KwaZulu-Natal.; Zulu language – Study and teaching (Higher) – KwaZulu-Natal.; Multilingual education (Higher); Language and education.; Second language acquisition – Study and teaching (Higher); Medium of instruction.

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APA (6th Edition):

Wildsmith, R. (2010). The development of a sustainability model for the integration and use of an African language as a language of learning and teaching in higher education. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9372

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):

Wildsmith, Rosemary. “The development of a sustainability model for the integration and use of an African language as a language of learning and teaching in higher education.” 2010. Thesis, University of KwaZulu-Natal. Accessed October 14, 2019. http://hdl.handle.net/10413/9372.

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

MLA Handbook (7th Edition):

Wildsmith, Rosemary. “The development of a sustainability model for the integration and use of an African language as a language of learning and teaching in higher education.” 2010. Web. 14 Oct 2019.

Vancouver:

Wildsmith R. The development of a sustainability model for the integration and use of an African language as a language of learning and teaching in higher education. [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10413/9372.

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

Council of Science Editors:

Wildsmith R. The development of a sustainability model for the integration and use of an African language as a language of learning and teaching in higher education. [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/9372

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


Central Connecticut State University

15. 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 October 14, 2019. 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 Oct 2019.

Vancouver:

Krzemien, Marta 1. Engaging all students with the use of authentic literature. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Oct 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


University of Zambia

16. 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 Zambia

 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 Zambia. Retrieved from http://hdl.handle.net/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 Zambia. Accessed October 14, 2019. http://hdl.handle.net/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 Oct 2019.

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 Zambia; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/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 Zambia; 2012. Available from: http://hdl.handle.net/123456789/1989

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


Rutgers University

17. Curtis, Jessie Hutchison, 1949-. Negotiating identity in a language-focused service-learning project.

Degree: PhD, Education, 2018, Rutgers University

 As migration to and within the U.S. has increased, and with it a desire for access to English, a significant portion of service-learning has involved… (more)

Subjects/Keywords: Language and languages – Study and teaching

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APA (6th Edition):

Curtis, Jessie Hutchison, 1. (2018). Negotiating identity in a language-focused service-learning project. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57531/

Chicago Manual of Style (16th Edition):

Curtis, Jessie Hutchison, 1949-. “Negotiating identity in a language-focused service-learning project.” 2018. Doctoral Dissertation, Rutgers University. Accessed October 14, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/57531/.

MLA Handbook (7th Edition):

Curtis, Jessie Hutchison, 1949-. “Negotiating identity in a language-focused service-learning project.” 2018. Web. 14 Oct 2019.

Vancouver:

Curtis, Jessie Hutchison 1. Negotiating identity in a language-focused service-learning project. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2019 Oct 14]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57531/.

Council of Science Editors:

Curtis, Jessie Hutchison 1. Negotiating identity in a language-focused service-learning project. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57531/


University of Missouri – Columbia

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

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 October 14, 2019. 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 Oct 2019.

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 2019 Oct 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


University of Hong Kong

19. Cheng, Wing-yu. Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom.

Degree: MEd, 2011, University of Hong Kong

The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the… (more)

Subjects/Keywords: Language and languages - Study and teaching - Foreign speakers.; Motivation in education - China - Hong Kong.; Chinese language - Study and teaching (Higher) - China - Hong Kong.

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APA (6th Edition):

Cheng, W. (2011). Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom. (Masters Thesis). University of Hong Kong. Retrieved from Cheng, W. [鄭穎瑜]. (2011). Motivating language learners : effects of motivational strategies on student motivation in Chinese foreign language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836570 ; http://dx.doi.org/10.5353/th_b4836570 ; http://hdl.handle.net/10722/177240

Chicago Manual of Style (16th Edition):

Cheng, Wing-yu. “Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom.” 2011. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. Cheng, W. [鄭穎瑜]. (2011). Motivating language learners : effects of motivational strategies on student motivation in Chinese foreign language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836570 ; http://dx.doi.org/10.5353/th_b4836570 ; http://hdl.handle.net/10722/177240.

MLA Handbook (7th Edition):

Cheng, Wing-yu. “Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom.” 2011. Web. 14 Oct 2019.

Vancouver:

Cheng W. Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom. [Internet] [Masters thesis]. University of Hong Kong; 2011. [cited 2019 Oct 14]. Available from: Cheng, W. [鄭穎瑜]. (2011). Motivating language learners : effects of motivational strategies on student motivation in Chinese foreign language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836570 ; http://dx.doi.org/10.5353/th_b4836570 ; http://hdl.handle.net/10722/177240.

Council of Science Editors:

Cheng W. Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom. [Masters Thesis]. University of Hong Kong; 2011. Available from: Cheng, W. [鄭穎瑜]. (2011). Motivating language learners : effects of motivational strategies on student motivation in Chinese foreign language classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836570 ; http://dx.doi.org/10.5353/th_b4836570 ; http://hdl.handle.net/10722/177240


Rhodes University

20. Maseko, Pamela. Vocational language learning and how it relates to language policy issues.

Degree: Faculty of Humanities, School of Languages, 2009, Rhodes University

 This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and… (more)

Subjects/Keywords: Language policy  – South Africa; Language and education  – South Africa; Language and languages  – Study and teaching (Higher)  – South Africa; Multilingualism  – South Africa; Education, Higher  – South Africa; Vocational education  – South Africa

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APA (6th Edition):

Maseko, P. (2009). Vocational language learning and how it relates to language policy issues. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1002158

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):

Maseko, Pamela. “Vocational language learning and how it relates to language policy issues.” 2009. Thesis, Rhodes University. Accessed October 14, 2019. http://hdl.handle.net/10962/d1002158.

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

MLA Handbook (7th Edition):

Maseko, Pamela. “Vocational language learning and how it relates to language policy issues.” 2009. Web. 14 Oct 2019.

Vancouver:

Maseko P. Vocational language learning and how it relates to language policy issues. [Internet] [Thesis]. Rhodes University; 2009. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10962/d1002158.

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

Council of Science Editors:

Maseko P. Vocational language learning and how it relates to language policy issues. [Thesis]. Rhodes University; 2009. Available from: http://hdl.handle.net/10962/d1002158

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


IUPUI

21. Ramirez-Brothers, Coralina. IMAGINACIÓN Y LITERATURA EN LA ENSEÑANZA DEL ESPAÑOL, A TRAVÉS DE DOS TEXTOS DE DULCE MARÍA LOYNAZ.

Degree: 2011, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

Esta investigación versará sobre algunos puntos relacionados con la enseñanza del español como lengua extranjera en universidades de los Estados… (more)

Subjects/Keywords: enseñanza, imaginación, creatividad, literatura, Dulce María Loynaz; Loynaz, Dulce Maria, 1902-1997; Language and languages  – Study and teaching; Education, Higher

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APA (6th Edition):

Ramirez-Brothers, C. (2011). IMAGINACIÓN Y LITERATURA EN LA ENSEÑANZA DEL ESPAÑOL, A TRAVÉS DE DOS TEXTOS DE DULCE MARÍA LOYNAZ. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2507

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):

Ramirez-Brothers, Coralina. “IMAGINACIÓN Y LITERATURA EN LA ENSEÑANZA DEL ESPAÑOL, A TRAVÉS DE DOS TEXTOS DE DULCE MARÍA LOYNAZ.” 2011. Thesis, IUPUI. Accessed October 14, 2019. http://hdl.handle.net/1805/2507.

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

MLA Handbook (7th Edition):

Ramirez-Brothers, Coralina. “IMAGINACIÓN Y LITERATURA EN LA ENSEÑANZA DEL ESPAÑOL, A TRAVÉS DE DOS TEXTOS DE DULCE MARÍA LOYNAZ.” 2011. Web. 14 Oct 2019.

Vancouver:

Ramirez-Brothers C. IMAGINACIÓN Y LITERATURA EN LA ENSEÑANZA DEL ESPAÑOL, A TRAVÉS DE DOS TEXTOS DE DULCE MARÍA LOYNAZ. [Internet] [Thesis]. IUPUI; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1805/2507.

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

Council of Science Editors:

Ramirez-Brothers C. IMAGINACIÓN Y LITERATURA EN LA ENSEÑANZA DEL ESPAÑOL, A TRAVÉS DE DOS TEXTOS DE DULCE MARÍA LOYNAZ. [Thesis]. IUPUI; 2011. Available from: http://hdl.handle.net/1805/2507

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


IUPUI

22. Lakey, Sonya J. Making the Case for Degree Credit EAP Courses.

Degree: 2009, IUPUI

Indiana University Purdue University Indianapolis (IUPUI)

The issue of whether or not English for Academic Purposes (EAP) courses should carry undergraduate degree credit has been… (more)

Subjects/Keywords: EAP, degree credit, post-secondary; Education, Higher  – United States.; Language and languages  – Study and teaching  – United States

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APA (6th Edition):

Lakey, S. J. (2009). Making the Case for Degree Credit EAP Courses. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/1996

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):

Lakey, Sonya J. “Making the Case for Degree Credit EAP Courses.” 2009. Thesis, IUPUI. Accessed October 14, 2019. http://hdl.handle.net/1805/1996.

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

MLA Handbook (7th Edition):

Lakey, Sonya J. “Making the Case for Degree Credit EAP Courses.” 2009. Web. 14 Oct 2019.

Vancouver:

Lakey SJ. Making the Case for Degree Credit EAP Courses. [Internet] [Thesis]. IUPUI; 2009. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1805/1996.

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

Council of Science Editors:

Lakey SJ. Making the Case for Degree Credit EAP Courses. [Thesis]. IUPUI; 2009. Available from: http://hdl.handle.net/1805/1996

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


Central Connecticut State University

23. Lindstrom, Sarah Lee, 1983-. Language Teaching that Aims to Promote Intercultural Competence.

Degree: Department of Educational Leadership, 2017, Central Connecticut State University

Teaching culture in foreign language education has been a continuously evolving and complex issue. Recently, theories and policies on language learning have begun to use… (more)

Subjects/Keywords: Language and languages – Study and teaching.; Multiculturalism – Study and teaching.

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APA (6th Edition):

Lindstrom, Sarah Lee, 1. (2017). Language Teaching that Aims to Promote Intercultural Competence. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2437

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):

Lindstrom, Sarah Lee, 1983-. “Language Teaching that Aims to Promote Intercultural Competence.” 2017. Thesis, Central Connecticut State University. Accessed October 14, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2437.

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

MLA Handbook (7th Edition):

Lindstrom, Sarah Lee, 1983-. “Language Teaching that Aims to Promote Intercultural Competence.” 2017. Web. 14 Oct 2019.

Vancouver:

Lindstrom, Sarah Lee 1. Language Teaching that Aims to Promote Intercultural Competence. [Internet] [Thesis]. Central Connecticut State University; 2017. [cited 2019 Oct 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2437.

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

Council of Science Editors:

Lindstrom, Sarah Lee 1. Language Teaching that Aims to Promote Intercultural Competence. [Thesis]. Central Connecticut State University; 2017. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2437

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


Utah Valley University

24. 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 October 14, 2019. 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 Oct 2019.

Vancouver:

Leite JLD. Mainstreaming Dual Language Immersion: The Utah Model for Replicable and Sustainable Language Education. [Internet] [Thesis]. Utah Valley University; 2013. [cited 2019 Oct 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


University of Florida

25. Murphy, SaRanda. The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication.

Degree: 2010, University of Florida

 This case study focuses on cross-cultural communication of American university students studying Modern Standard Arabic as a second language. This research investigates the ways in… (more)

Subjects/Keywords: College students; Denial; Foreign language learning; Language; Learning motivation; Native languages; Nonnative languages; Pragmatics; Speech acts; Students; Arabic language; Arabic language – Study and teaching (Higher); Arabic language – Study and teaching – English speakers; College students

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APA (6th Edition):

Murphy, S. (2010). The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057110

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):

Murphy, SaRanda. “The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication.” 2010. Thesis, University of Florida. Accessed October 14, 2019. http://ufdc.ufl.edu/AA00057110.

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

MLA Handbook (7th Edition):

Murphy, SaRanda. “The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication.” 2010. Web. 14 Oct 2019.

Vancouver:

Murphy S. The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication. [Internet] [Thesis]. University of Florida; 2010. [cited 2019 Oct 14]. Available from: http://ufdc.ufl.edu/AA00057110.

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

Council of Science Editors:

Murphy S. The American Arabic Student: Observing Social and Cultural Variables in Cross-Cultural Communication. [Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/AA00057110

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


University of KwaZulu-Natal

26. [No author]. Tanzanian university students' motivation for studying Kiswahili as an academic subject.

Degree: 2016, University of KwaZulu-Natal

 The teaching and learning of indigenous African languages in most African countries has been plagued by various challenges. Dwindling student enrolment rates have been cited… (more)

Subjects/Keywords: Swahili language  – Study and teaching  – Tanzania.; Native language and education  – Tanzania.; Academic language  – Tanzania.; IsiZulu.; Indigenous African languages.; Language learning motivation.; African higher learning.

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APA (6th Edition):

author], [. (2016). Tanzanian university students' motivation for studying Kiswahili as an academic subject. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14316

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. “Tanzanian university students' motivation for studying Kiswahili as an academic subject. ” 2016. Thesis, University of KwaZulu-Natal. Accessed October 14, 2019. http://hdl.handle.net/10413/14316.

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. “Tanzanian university students' motivation for studying Kiswahili as an academic subject. ” 2016. Web. 14 Oct 2019.

Vancouver:

author] [. Tanzanian university students' motivation for studying Kiswahili as an academic subject. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10413/14316.

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

Council of Science Editors:

author] [. Tanzanian university students' motivation for studying Kiswahili as an academic subject. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/14316

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


Stellenbosch University

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

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 October 14, 2019. 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 Oct 2019.

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 2019 Oct 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

28. 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 October 14, 2019. 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 Oct 2019.

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 2019 Oct 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/


University of Hawaii – Manoa

29. Norris, John M. Validity evaluation in foreign language assessment.

Degree: PhD, 2009, University of Hawaii – Manoa

Electronic reproduction.

Also available by subscription via World Wide Web

xvi, 572 leaves, bound ill. 29 cm

Subjects/Keywords: Language and languages  – Study and teaching (Higher)  – United States  – Evaluation; Language and languages  – Study and teaching (Higher)  – Examinations  – Validity  – United States; Educational tests and measurements  – United States  – Evaluation; Educational tests and measurements  – Validity  – United States

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APA (6th Edition):

Norris, J. M. (2009). Validity evaluation in foreign language assessment. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/11947

Chicago Manual of Style (16th Edition):

Norris, John M. “Validity evaluation in foreign language assessment.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed October 14, 2019. http://hdl.handle.net/10125/11947.

MLA Handbook (7th Edition):

Norris, John M. “Validity evaluation in foreign language assessment.” 2009. Web. 14 Oct 2019.

Vancouver:

Norris JM. Validity evaluation in foreign language assessment. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10125/11947.

Council of Science Editors:

Norris JM. Validity evaluation in foreign language assessment. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/11947


Rhodes University

30. Kaschula, Russell H. The intellectualisation of African languages, multilingualism and education: a research-based approach.

Degree: 2014, Rhodes University

This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation.… (more)

Subjects/Keywords: African languages  – Study and teaching (Higher)  – South Africa; Language policy  – South Africa; Education, Higher  – South Africa; Educational change  – South Africa; Multiligualism; Multicultural education  – South Africa; Language and languages  – Study and teaching

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

APA (6th Edition):

Kaschula, R. H. (2014). The intellectualisation of African languages, multilingualism and education: a research-based approach. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/59321

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):

Kaschula, Russell H. “The intellectualisation of African languages, multilingualism and education: a research-based approach.” 2014. Thesis, Rhodes University. Accessed October 14, 2019. http://hdl.handle.net/10962/59321.

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

MLA Handbook (7th Edition):

Kaschula, Russell H. “The intellectualisation of African languages, multilingualism and education: a research-based approach.” 2014. Web. 14 Oct 2019.

Vancouver:

Kaschula RH. The intellectualisation of African languages, multilingualism and education: a research-based approach. [Internet] [Thesis]. Rhodes University; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10962/59321.

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

Council of Science Editors:

Kaschula RH. The intellectualisation of African languages, multilingualism and education: a research-based approach. [Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/59321

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

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