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You searched for subject:(Language as Cultural Capital). Showing records 1 – 30 of 91125 total matches.

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University of California – Riverside

1. Canillas, Jennifer. Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity.

Degree: Education, 2018, University of California – Riverside

 When students learning English cannot successfully master the knowledge and skills required to perform the academic tasks necessary to advance to the next proficiency level,… (more)

Subjects/Keywords: Education; Cultural Resources; Elementary Education; English as a Second Language; English Learners; Identity; Spiritual Capital

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APA (6th Edition):

Canillas, J. (2018). Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/8219c776

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):

Canillas, Jennifer. “Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity.” 2018. Thesis, University of California – Riverside. Accessed September 28, 2020. http://www.escholarship.org/uc/item/8219c776.

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

MLA Handbook (7th Edition):

Canillas, Jennifer. “Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity.” 2018. Web. 28 Sep 2020.

Vancouver:

Canillas J. Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2020 Sep 28]. Available from: http://www.escholarship.org/uc/item/8219c776.

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

Council of Science Editors:

Canillas J. Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/8219c776

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


University of Illinois – Urbana-Champaign

2. Roungchai, Chaitut. More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 This dissertation is an ethnographic case study of a Karen refugee resettlement community in Trident City. Due to oppressive control by the Burmese government in… (more)

Subjects/Keywords: Refugee Resettlement; English as a Second Language (ESL); Cultural Capital; Neoliberalism; Karen Refugee Resettlement; Cosmopolitism

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APA (6th Edition):

Roungchai, C. (2014). More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49714

Chicago Manual of Style (16th Edition):

Roungchai, Chaitut. “More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 28, 2020. http://hdl.handle.net/2142/49714.

MLA Handbook (7th Edition):

Roungchai, Chaitut. “More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city.” 2014. Web. 28 Sep 2020.

Vancouver:

Roungchai C. More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2142/49714.

Council of Science Editors:

Roungchai C. More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49714

3. Ryoo, Nancy. Understanding Translanguaging and Identity among Korean Bilingual Adults.

Degree: Doctor of Education (EdD), 2017, University of San Francisco

  This qualitative study, conducted at a Northern California university, explored how six Korean bilingual adults expressed their unique identities while utilizing both Korean and… (more)

Subjects/Keywords: Bilingualism; English as cultural capital; Korean Bilinguals; Language and Identity; Multilingualism; Translanguaging; Bilingual, Multilingual, and Multicultural Education; Linguistics

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APA (6th Edition):

Ryoo, N. (2017). Understanding Translanguaging and Identity among Korean Bilingual Adults. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/412

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):

Ryoo, Nancy. “Understanding Translanguaging and Identity among Korean Bilingual Adults.” 2017. Thesis, University of San Francisco. Accessed September 28, 2020. https://repository.usfca.edu/diss/412.

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

MLA Handbook (7th Edition):

Ryoo, Nancy. “Understanding Translanguaging and Identity among Korean Bilingual Adults.” 2017. Web. 28 Sep 2020.

Vancouver:

Ryoo N. Understanding Translanguaging and Identity among Korean Bilingual Adults. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2020 Sep 28]. Available from: https://repository.usfca.edu/diss/412.

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

Council of Science Editors:

Ryoo N. Understanding Translanguaging and Identity among Korean Bilingual Adults. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/412

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


Bowling Green State University

4. Benson, Katrina Rosamay. Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching.

Degree: MA, Cross-Cultural, International Education, 2020, Bowling Green State University

As the student population in Minnesota continues to diversify, the school environmentincreasingly does not reflect student needs. In Adult Basic Education (ABE) programs, there is… (more)

Subjects/Keywords: Adult Education; English As A Second Language; Education; English as a New Language; ENL; English as a Second Language; ESL; Adult Basic Education; ABE; Learning Perceptions; Teaching Perceptions; Cultural Capital Theory; Students with Limited or Interrupted Formal Education; SLIFE

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APA (6th Edition):

Benson, K. R. (2020). Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606

Chicago Manual of Style (16th Edition):

Benson, Katrina Rosamay. “Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching.” 2020. Masters Thesis, Bowling Green State University. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.

MLA Handbook (7th Edition):

Benson, Katrina Rosamay. “Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching.” 2020. Web. 28 Sep 2020.

Vancouver:

Benson KR. Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching. [Internet] [Masters thesis]. Bowling Green State University; 2020. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.

Council of Science Editors:

Benson KR. Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching. [Masters Thesis]. Bowling Green State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606


Utah State University

5. Smithee, Allen. Changes in Cultural Capital for Native English and Native Spanish-Speaking Families' Children Who Do and Do Not Participate in an Elementary Spanish Dual Immersion Program.

Degree: PhD, Education, 2018, Utah State University

  This study is framed in Bourdieu’s theory of capital, which asserts that the choices we make are usually designed to help us become better… (more)

Subjects/Keywords: Cultural Capital; Social Capital; Dual Language Immersion; Education

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APA (6th Edition):

Smithee, A. (2018). Changes in Cultural Capital for Native English and Native Spanish-Speaking Families' Children Who Do and Do Not Participate in an Elementary Spanish Dual Immersion Program. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7074

Chicago Manual of Style (16th Edition):

Smithee, Allen. “Changes in Cultural Capital for Native English and Native Spanish-Speaking Families' Children Who Do and Do Not Participate in an Elementary Spanish Dual Immersion Program.” 2018. Doctoral Dissertation, Utah State University. Accessed September 28, 2020. https://digitalcommons.usu.edu/etd/7074.

MLA Handbook (7th Edition):

Smithee, Allen. “Changes in Cultural Capital for Native English and Native Spanish-Speaking Families' Children Who Do and Do Not Participate in an Elementary Spanish Dual Immersion Program.” 2018. Web. 28 Sep 2020.

Vancouver:

Smithee A. Changes in Cultural Capital for Native English and Native Spanish-Speaking Families' Children Who Do and Do Not Participate in an Elementary Spanish Dual Immersion Program. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2020 Sep 28]. Available from: https://digitalcommons.usu.edu/etd/7074.

Council of Science Editors:

Smithee A. Changes in Cultural Capital for Native English and Native Spanish-Speaking Families' Children Who Do and Do Not Participate in an Elementary Spanish Dual Immersion Program. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7074

6. Sachar, Sonya. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.

Degree: PhD, Education, 2018, York University

 In this ethnographic case study, I investigated how Ontario elementary school administrators, teachers, and students legitimize linguistic diversity in one Ontario private elementary school that… (more)

Subjects/Keywords: Education policy; Education; Language; Educational policy; Plurilingualism; Multilingualism; Multilingual and Plurilingual Education; Multiculturalism; Linguistics; Language and Literacy Education; English Language Learners; Ontario Elementary Schools; Ontario Schools; Ontario Private Schools; Ontario Private Elementary Schools; Ontario Ministry of Education Policy; Language Policy in Canada; Ontario Curriculum; Ontario Schooling; Private Schooling; Ontario Teacher Education; Legitimizing Languages; Superdiversity; Translanguaging; Language Policy Issues; Russian-Speaking Community; Cultural Capital; Language as Cultural Capital; Linguistic Authority; Linguistic Identity; Language Negotiation; Cultural and Intellectual Reproduction.

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APA (6th Edition):

Sachar, S. (2018). Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/34368

Chicago Manual of Style (16th Edition):

Sachar, Sonya. “Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.” 2018. Doctoral Dissertation, York University. Accessed September 28, 2020. http://hdl.handle.net/10315/34368.

MLA Handbook (7th Edition):

Sachar, Sonya. “Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.” 2018. Web. 28 Sep 2020.

Vancouver:

Sachar S. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10315/34368.

Council of Science Editors:

Sachar S. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/34368


University of Alabama

7. Chao, Xia. Faith-based languaculture: church as a place of language education and community-family connnecting.

Degree: 2013, University of Alabama

 The purpose of this study is to discover how church-based ESL programs affect immigrant adult learners' second language socialization. Also, this study is to examine… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Bilingual education; English as a second language; Multicultural education; church-based ESL programs; community-family connecting; cultural capital; immigrant adult learners; language and identity; second language socialization

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APA (6th Edition):

Chao, X. (2013). Faith-based languaculture: church as a place of language education and community-family connnecting. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84408

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):

Chao, Xia. “Faith-based languaculture: church as a place of language education and community-family connnecting.” 2013. Thesis, University of Alabama. Accessed September 28, 2020. http://purl.lib.ua.edu/84408.

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

MLA Handbook (7th Edition):

Chao, Xia. “Faith-based languaculture: church as a place of language education and community-family connnecting.” 2013. Web. 28 Sep 2020.

Vancouver:

Chao X. Faith-based languaculture: church as a place of language education and community-family connnecting. [Internet] [Thesis]. University of Alabama; 2013. [cited 2020 Sep 28]. Available from: http://purl.lib.ua.edu/84408.

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

Council of Science Editors:

Chao X. Faith-based languaculture: church as a place of language education and community-family connnecting. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84408

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

8. Marchal, Bruno. La médiation informationnelle au travers de plateformes de réseaux sociaux : l'application de Facebook lors de l'apprentissage du français langue étrangère en Thaïlande : Informational mediation through social networking sites : the application of Facebook when learning French as a foreign language in Thailand.

Degree: Docteur es, Sciences de l'information et de la communication, 2018, Normandie

Le propos contenu dans cette recherche concerne les plateformes interactives et réticulaires peuplant désormais notre quotidien, et qui se présentent d’abord à nous sous la… (more)

Subjects/Keywords: Réseau social; Médiations; Apprentissage informel; Hybridation; Autonomisation; Capital social et culturel; Français langue étrangère; NVivo; Social networking; Mediations; Informal learning; Hybrid learning; Empowerment; Social and cultural capital; French as foreign Language; NVivo; 448.24; 302.2; 004.678

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APA (6th Edition):

Marchal, B. (2018). La médiation informationnelle au travers de plateformes de réseaux sociaux : l'application de Facebook lors de l'apprentissage du français langue étrangère en Thaïlande : Informational mediation through social networking sites : the application of Facebook when learning French as a foreign language in Thailand. (Doctoral Dissertation). Normandie. Retrieved from http://www.theses.fr/2018NORMR116

Chicago Manual of Style (16th Edition):

Marchal, Bruno. “La médiation informationnelle au travers de plateformes de réseaux sociaux : l'application de Facebook lors de l'apprentissage du français langue étrangère en Thaïlande : Informational mediation through social networking sites : the application of Facebook when learning French as a foreign language in Thailand.” 2018. Doctoral Dissertation, Normandie. Accessed September 28, 2020. http://www.theses.fr/2018NORMR116.

MLA Handbook (7th Edition):

Marchal, Bruno. “La médiation informationnelle au travers de plateformes de réseaux sociaux : l'application de Facebook lors de l'apprentissage du français langue étrangère en Thaïlande : Informational mediation through social networking sites : the application of Facebook when learning French as a foreign language in Thailand.” 2018. Web. 28 Sep 2020.

Vancouver:

Marchal B. La médiation informationnelle au travers de plateformes de réseaux sociaux : l'application de Facebook lors de l'apprentissage du français langue étrangère en Thaïlande : Informational mediation through social networking sites : the application of Facebook when learning French as a foreign language in Thailand. [Internet] [Doctoral dissertation]. Normandie; 2018. [cited 2020 Sep 28]. Available from: http://www.theses.fr/2018NORMR116.

Council of Science Editors:

Marchal B. La médiation informationnelle au travers de plateformes de réseaux sociaux : l'application de Facebook lors de l'apprentissage du français langue étrangère en Thaïlande : Informational mediation through social networking sites : the application of Facebook when learning French as a foreign language in Thailand. [Doctoral Dissertation]. Normandie; 2018. Available from: http://www.theses.fr/2018NORMR116


Northeastern University

9. Mannion, Adeleine Rodene. Towards understanding the nature of English language learners and the experiences of their educators.

Degree: EdD, School of Education, 2017, Northeastern University

 The goal of this research study was to analyze the successful teaching methods used most frequently by educators of English Language Learners (ELLs). This study… (more)

Subjects/Keywords: achievement gap; cultural diversity; English as a Second Language; English Language Development; English Language Learners; Second Language Acquisition

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APA (6th Edition):

Mannion, A. R. (2017). Towards understanding the nature of English language learners and the experiences of their educators. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251680

Chicago Manual of Style (16th Edition):

Mannion, Adeleine Rodene. “Towards understanding the nature of English language learners and the experiences of their educators.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 28, 2020. http://hdl.handle.net/2047/D20251680.

MLA Handbook (7th Edition):

Mannion, Adeleine Rodene. “Towards understanding the nature of English language learners and the experiences of their educators.” 2017. Web. 28 Sep 2020.

Vancouver:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2047/D20251680.

Council of Science Editors:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251680


The Ohio State University

10. Campbell, Kelly Kathleen. Film, French, and <i>Foie Gras</i>: Examining the French Cultural Exception.

Degree: PhD, French and Italian, 2010, The Ohio State University

  This dissertation considers and evaluates the notion of the “French cultural exception” (<i>l’exception culturelle</i>) in three distinct domains: cinema, language, and gastronomy. Through a… (more)

Subjects/Keywords: Cultural Exception; French National Identity; Cultural Capital; Cultural Diversity; Globalization; French Gastronomy; French Cinema; French Language

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APA (6th Edition):

Campbell, K. K. (2010). Film, French, and <i>Foie Gras</i>: Examining the French Cultural Exception. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1282014046

Chicago Manual of Style (16th Edition):

Campbell, Kelly Kathleen. “Film, French, and <i>Foie Gras</i>: Examining the French Cultural Exception.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282014046.

MLA Handbook (7th Edition):

Campbell, Kelly Kathleen. “Film, French, and <i>Foie Gras</i>: Examining the French Cultural Exception.” 2010. Web. 28 Sep 2020.

Vancouver:

Campbell KK. Film, French, and <i>Foie Gras</i>: Examining the French Cultural Exception. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1282014046.

Council of Science Editors:

Campbell KK. Film, French, and <i>Foie Gras</i>: Examining the French Cultural Exception. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1282014046


University of Georgia

11. Nishio, Tomoe. Negotiating contradictions in a Japanese-American telecollaboration.

Degree: 2016, University of Georgia

 Intercultural telecollaboration is increasingly recognized as a meaningful mode of second/foreign language teaching and learning. Yet despite positive experiences with tellecollaboration often reported in existing… (more)

Subjects/Keywords: Telecollaboration; Computer-Assisted Language Learning (CALL); Cultural Historical Activity Theory (CHAT); Contradictions; Interaction; Foreign Language Education; English as a Foreign Language (EFL); Japanese as a Foreign Language (JFL)

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APA (6th Edition):

Nishio, T. (2016). Negotiating contradictions in a Japanese-American telecollaboration. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/34543

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):

Nishio, Tomoe. “Negotiating contradictions in a Japanese-American telecollaboration.” 2016. Thesis, University of Georgia. Accessed September 28, 2020. http://hdl.handle.net/10724/34543.

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

MLA Handbook (7th Edition):

Nishio, Tomoe. “Negotiating contradictions in a Japanese-American telecollaboration.” 2016. Web. 28 Sep 2020.

Vancouver:

Nishio T. Negotiating contradictions in a Japanese-American telecollaboration. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10724/34543.

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

Council of Science Editors:

Nishio T. Negotiating contradictions in a Japanese-American telecollaboration. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/34543

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


University of South Carolina

12. Banks, Hardil Kay. Why Did They Stay? A Mixed Methods Approach to Understand Student Persistence.

Degree: EdD, Educational Studies, 2012, University of South Carolina

  This study utilizes Pierre Bourdieu's concept of cultural and social capital as a theoretical framework to understand student persistence. The research design is a… (more)

Subjects/Keywords: Education; cultural capital; social capital

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APA (6th Edition):

Banks, H. K. (2012). Why Did They Stay? A Mixed Methods Approach to Understand Student Persistence. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/930

Chicago Manual of Style (16th Edition):

Banks, Hardil Kay. “Why Did They Stay? A Mixed Methods Approach to Understand Student Persistence.” 2012. Doctoral Dissertation, University of South Carolina. Accessed September 28, 2020. https://scholarcommons.sc.edu/etd/930.

MLA Handbook (7th Edition):

Banks, Hardil Kay. “Why Did They Stay? A Mixed Methods Approach to Understand Student Persistence.” 2012. Web. 28 Sep 2020.

Vancouver:

Banks HK. Why Did They Stay? A Mixed Methods Approach to Understand Student Persistence. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 Sep 28]. Available from: https://scholarcommons.sc.edu/etd/930.

Council of Science Editors:

Banks HK. Why Did They Stay? A Mixed Methods Approach to Understand Student Persistence. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/930


University of Dayton

13. AlAjmi, Alanoud Badah. Uncharted Waters.

Degree: MA, English, 2011, University of Dayton

 This creative thesis is a short story cycle. It includes five short stories that address the issue of cultural interaction. The reason for writing this… (more)

Subjects/Keywords: English As A Second Language; Literature; Middle Eastern Literature; short story cycle; cultural interaction; identity

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APA (6th Edition):

AlAjmi, A. B. (2011). Uncharted Waters. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311263424

Chicago Manual of Style (16th Edition):

AlAjmi, Alanoud Badah. “Uncharted Waters.” 2011. Masters Thesis, University of Dayton. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311263424.

MLA Handbook (7th Edition):

AlAjmi, Alanoud Badah. “Uncharted Waters.” 2011. Web. 28 Sep 2020.

Vancouver:

AlAjmi AB. Uncharted Waters. [Internet] [Masters thesis]. University of Dayton; 2011. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311263424.

Council of Science Editors:

AlAjmi AB. Uncharted Waters. [Masters Thesis]. University of Dayton; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311263424


University of Tasmania

14. Zicus, SA. Bridging the language/culture divide : fostering international understanding and collaboration to address issues of global concern.

Degree: 2015, University of Tasmania

 It is clear that we live in an age when a lingua franca is essential to address many regional and global environmental and social problems.… (more)

Subjects/Keywords: English as lingua franca; international communication; cross-cultural understanding; science and language

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APA (6th Edition):

Zicus, S. (2015). Bridging the language/culture divide : fostering international understanding and collaboration to address issues of global concern. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/22961/1/Zicus_whole_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Zicus, SA. “Bridging the language/culture divide : fostering international understanding and collaboration to address issues of global concern.” 2015. Thesis, University of Tasmania. Accessed September 28, 2020. https://eprints.utas.edu.au/22961/1/Zicus_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Zicus, SA. “Bridging the language/culture divide : fostering international understanding and collaboration to address issues of global concern.” 2015. Web. 28 Sep 2020.

Vancouver:

Zicus S. Bridging the language/culture divide : fostering international understanding and collaboration to address issues of global concern. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2020 Sep 28]. Available from: https://eprints.utas.edu.au/22961/1/Zicus_whole_thesis.pdf.

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

Council of Science Editors:

Zicus S. Bridging the language/culture divide : fostering international understanding and collaboration to address issues of global concern. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/22961/1/Zicus_whole_thesis.pdf

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


University of Minnesota

15. Wang, Xinyi. The Effect of Language Ability in Creativity Assessment.

Degree: MS, Design, 2016, University of Minnesota

 Creativity is widely acknowledged and manifested a universal human experience, yet its definitions and assessments are complex and vary in different cultures. This paper aims… (more)

Subjects/Keywords: Creativity Ability; Cultural Differences; English as Second Language; Torrance Test of Creative Thinking

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APA (6th Edition):

Wang, X. (2016). The Effect of Language Ability in Creativity Assessment. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/181825

Chicago Manual of Style (16th Edition):

Wang, Xinyi. “The Effect of Language Ability in Creativity Assessment.” 2016. Masters Thesis, University of Minnesota. Accessed September 28, 2020. http://hdl.handle.net/11299/181825.

MLA Handbook (7th Edition):

Wang, Xinyi. “The Effect of Language Ability in Creativity Assessment.” 2016. Web. 28 Sep 2020.

Vancouver:

Wang X. The Effect of Language Ability in Creativity Assessment. [Internet] [Masters thesis]. University of Minnesota; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/11299/181825.

Council of Science Editors:

Wang X. The Effect of Language Ability in Creativity Assessment. [Masters Thesis]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/181825


Northeastern University

16. Lynch, Katherine. Financial Aid Award Notification Design: Understanding Student Social And Cultural Capital To Improve Transparency Of College Costs.

Degree: EdD, School of Education, 2019, Northeastern University

 The rising cost of higher education has garnered a lot of attention around the manner in which colleges and universities provide information about the cost… (more)

Subjects/Keywords: award notifications; college costs; financial literacy; social and cultural capital; student as consumer; Higher education; Education finance; Education policy

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APA (6th Edition):

Lynch, K. (2019). Financial Aid Award Notification Design: Understanding Student Social And Cultural Capital To Improve Transparency Of College Costs. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20324116

Chicago Manual of Style (16th Edition):

Lynch, Katherine. “Financial Aid Award Notification Design: Understanding Student Social And Cultural Capital To Improve Transparency Of College Costs.” 2019. Doctoral Dissertation, Northeastern University. Accessed September 28, 2020. http://hdl.handle.net/2047/D20324116.

MLA Handbook (7th Edition):

Lynch, Katherine. “Financial Aid Award Notification Design: Understanding Student Social And Cultural Capital To Improve Transparency Of College Costs.” 2019. Web. 28 Sep 2020.

Vancouver:

Lynch K. Financial Aid Award Notification Design: Understanding Student Social And Cultural Capital To Improve Transparency Of College Costs. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2047/D20324116.

Council of Science Editors:

Lynch K. Financial Aid Award Notification Design: Understanding Student Social And Cultural Capital To Improve Transparency Of College Costs. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20324116


Penn State University

17. Lee, Changkee. How Two Kindergarten Teachers Perceive and Meet the Needs of The 2.5 Generation Korean Children.

Degree: 2015, Penn State University

 Kindergarten teachers must meet the needs of the relatively new 2.5 generation of Korean children (children with one foreign-born parent) and help them overcome their… (more)

Subjects/Keywords: 2.5 generation; immigrant families; language development; context of reception; teacher education; cultural capital

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

APA (6th Edition):

Lee, C. (2015). How Two Kindergarten Teachers Perceive and Meet the Needs of The 2.5 Generation Korean Children. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26297

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

Chicago Manual of Style (16th Edition):

Lee, Changkee. “How Two Kindergarten Teachers Perceive and Meet the Needs of The 2.5 Generation Korean Children.” 2015. Thesis, Penn State University. Accessed September 28, 2020. https://submit-etda.libraries.psu.edu/catalog/26297.

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

MLA Handbook (7th Edition):

Lee, Changkee. “How Two Kindergarten Teachers Perceive and Meet the Needs of The 2.5 Generation Korean Children.” 2015. Web. 28 Sep 2020.

Vancouver:

Lee C. How Two Kindergarten Teachers Perceive and Meet the Needs of The 2.5 Generation Korean Children. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Sep 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/26297.

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

Council of Science Editors:

Lee C. How Two Kindergarten Teachers Perceive and Meet the Needs of The 2.5 Generation Korean Children. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26297

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


University of Texas – Austin

18. Whitehead, Sarah Jey. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.

Degree: PhD, Foreign Language Education, 2014, University of Texas – Austin

 This study is based upon the idea that foreign language (FL) classrooms exist apart from their target language communities. While historically, this has been a… (more)

Subjects/Keywords: Foreign language education; Spanish; Discourse analysis; Authenticity; Imagined communities; Ecology theory; Symbolic capital; Cultural appropriation

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APA (6th Edition):

Whitehead, S. J. (2014). I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30498

Chicago Manual of Style (16th Edition):

Whitehead, Sarah Jey. “I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed September 28, 2020. http://hdl.handle.net/2152/30498.

MLA Handbook (7th Edition):

Whitehead, Sarah Jey. “I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.” 2014. Web. 28 Sep 2020.

Vancouver:

Whitehead SJ. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2152/30498.

Council of Science Editors:

Whitehead SJ. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30498


University of New Mexico

19. Pan, YihFang. ENGLISH LANGUAGE EDUCATION (ELE) AS A MARK OF SOCIAL DISTINCTION IN TAIWAN: BUXIBANS, ELE TEACHERS DISCOURSE, AND SOCIAL REPRODUCTION.

Degree: Language, Literacy, and Sociocultural Studies, 2015, University of New Mexico

  The purpose of this study is to apply the lens of social reproduction theory to explore how English language educators view English language education… (more)

Subjects/Keywords: English language education; Social reproduction; Cultural capital; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Pan, Y. (2015). ENGLISH LANGUAGE EDUCATION (ELE) AS A MARK OF SOCIAL DISTINCTION IN TAIWAN: BUXIBANS, ELE TEACHERS DISCOURSE, AND SOCIAL REPRODUCTION. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/25809

Chicago Manual of Style (16th Edition):

Pan, YihFang. “ENGLISH LANGUAGE EDUCATION (ELE) AS A MARK OF SOCIAL DISTINCTION IN TAIWAN: BUXIBANS, ELE TEACHERS DISCOURSE, AND SOCIAL REPRODUCTION.” 2015. Doctoral Dissertation, University of New Mexico. Accessed September 28, 2020. http://hdl.handle.net/1928/25809.

MLA Handbook (7th Edition):

Pan, YihFang. “ENGLISH LANGUAGE EDUCATION (ELE) AS A MARK OF SOCIAL DISTINCTION IN TAIWAN: BUXIBANS, ELE TEACHERS DISCOURSE, AND SOCIAL REPRODUCTION.” 2015. Web. 28 Sep 2020.

Vancouver:

Pan Y. ENGLISH LANGUAGE EDUCATION (ELE) AS A MARK OF SOCIAL DISTINCTION IN TAIWAN: BUXIBANS, ELE TEACHERS DISCOURSE, AND SOCIAL REPRODUCTION. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1928/25809.

Council of Science Editors:

Pan Y. ENGLISH LANGUAGE EDUCATION (ELE) AS A MARK OF SOCIAL DISTINCTION IN TAIWAN: BUXIBANS, ELE TEACHERS DISCOURSE, AND SOCIAL REPRODUCTION. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/25809


University of Arizona

20. Salcido, Judith Denise. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .

Degree: 2014, University of Arizona

 Most research on low-income, racial minority students' access to higher education has been conducted in urban communities. Little research explores these students' experiences within rural… (more)

Subjects/Keywords: "community cultural wealth"; higher educational trajectories; Language, Reading & Culture; alternative forms of capital

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APA (6th Edition):

Salcido, J. D. (2014). Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/323243

Chicago Manual of Style (16th Edition):

Salcido, Judith Denise. “Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .” 2014. Masters Thesis, University of Arizona. Accessed September 28, 2020. http://hdl.handle.net/10150/323243.

MLA Handbook (7th Edition):

Salcido, Judith Denise. “Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest .” 2014. Web. 28 Sep 2020.

Vancouver:

Salcido JD. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . [Internet] [Masters thesis]. University of Arizona; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10150/323243.

Council of Science Editors:

Salcido JD. Knowledge for College: Examining Multiple Forms of Capital Leveraged Towards Higher Education by Alumni Students from a Low-Income, Rural, Border Community in the Southwest . [Masters Thesis]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/323243

21. Souza, Camila Amaral. Representações culturais de estudantes brasileiros sobre a França no programa de Duplo Diploma da Poli-USP.

Degree: Mestrado, Língua e Literatura Francesa, 2015, University of São Paulo

O presente estudo tem por objetivo identificar, analisar e comparar as representações culturais de estudantes brasileiros em mobilidade estudantil sobre a França: antes e depois… (more)

Subjects/Keywords: Cultural representation; Double Degree; Duplo Diploma; Francês Língua Estrangeira; French as Foreign Language; Intercultural; Intercultural; Mobilidade estudantil; Representação cultural; Student mobility

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APA (6th Edition):

Souza, C. A. (2015). Representações culturais de estudantes brasileiros sobre a França no programa de Duplo Diploma da Poli-USP. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8146/tde-16092015-153056/ ;

Chicago Manual of Style (16th Edition):

Souza, Camila Amaral. “Representações culturais de estudantes brasileiros sobre a França no programa de Duplo Diploma da Poli-USP.” 2015. Masters Thesis, University of São Paulo. Accessed September 28, 2020. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-16092015-153056/ ;.

MLA Handbook (7th Edition):

Souza, Camila Amaral. “Representações culturais de estudantes brasileiros sobre a França no programa de Duplo Diploma da Poli-USP.” 2015. Web. 28 Sep 2020.

Vancouver:

Souza CA. Representações culturais de estudantes brasileiros sobre a França no programa de Duplo Diploma da Poli-USP. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2020 Sep 28]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8146/tde-16092015-153056/ ;.

Council of Science Editors:

Souza CA. Representações culturais de estudantes brasileiros sobre a França no programa de Duplo Diploma da Poli-USP. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/8/8146/tde-16092015-153056/ ;


University of California – Berkeley

22. Miller, Catherine Anne. Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool.

Degree: Education, 2015, University of California – Berkeley

 Exposure to academic language in preschool classrooms has the potential to provide English language learners valuable practice in academic language registers, a precursor to later… (more)

Subjects/Keywords: English as a second language; Early childhood education; Educational technology; academic language; comprehension; single-case design; socio-cultural; STEM; touch table

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APA (6th Edition):

Miller, C. A. (2015). Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5wm6555h

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):

Miller, Catherine Anne. “Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool.” 2015. Thesis, University of California – Berkeley. Accessed September 28, 2020. http://www.escholarship.org/uc/item/5wm6555h.

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

MLA Handbook (7th Edition):

Miller, Catherine Anne. “Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool.” 2015. Web. 28 Sep 2020.

Vancouver:

Miller CA. Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2020 Sep 28]. Available from: http://www.escholarship.org/uc/item/5wm6555h.

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

Council of Science Editors:

Miller CA. Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/5wm6555h

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


The Ohio State University

23. Qin, Xizhen. Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language.

Degree: PhD, East Asian Languages and Literatures, 2011, The Ohio State University

  Misunderstanding in communication is universal and inevitable. This study explores the causes of misunderstanding from cultural perspective and the process of moving from misunderstanding… (more)

Subjects/Keywords: Asian Studies; Foreign Language; Chinese pedagogy; cross-cultural communication; TCFL; teaching Chinese as a foreign language

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APA (6th Edition):

Qin, X. (2011). Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607062

Chicago Manual of Style (16th Edition):

Qin, Xizhen. “Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language.” 2011. Doctoral Dissertation, The Ohio State University. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607062.

MLA Handbook (7th Edition):

Qin, Xizhen. “Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language.” 2011. Web. 28 Sep 2020.

Vancouver:

Qin X. Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607062.

Council of Science Editors:

Qin X. Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607062


University of Toronto

24. Knouzi, Ibtissem. Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom.

Degree: PhD, 2018, University of Toronto

 Grounded in sociocultural theory (SCT) of mind and a social-constructivist view of learning, the present study analyzed in depth the construction of Zones of Proximal… (more)

Subjects/Keywords: English as a Second Language; English for Academic Purposes; Second Language Writing; Socio-cultural Theory; Zone of proximal development; 0456

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APA (6th Edition):

Knouzi, I. (2018). Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/91978

Chicago Manual of Style (16th Edition):

Knouzi, Ibtissem. “Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom.” 2018. Doctoral Dissertation, University of Toronto. Accessed September 28, 2020. http://hdl.handle.net/1807/91978.

MLA Handbook (7th Edition):

Knouzi, Ibtissem. “Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom.” 2018. Web. 28 Sep 2020.

Vancouver:

Knouzi I. Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1807/91978.

Council of Science Editors:

Knouzi I. Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91978


University of Toronto

25. Tyers, Dianne. The Experiences of Women Entrepreneurs in the English Language Education Sector: Understanding Cross-Cultural and Cross-Linguistic Implications Through a Multiple Narrative Case Study.

Degree: PhD, 2017, University of Toronto

 This research investigates the cross-cultural and cross-linguistic experiences of women entrepreneurs operating businesses in the English language education sector. The study is a multi-narrative case… (more)

Subjects/Keywords: Cross-cultural; Cross-linguistic; English as a second language; English language education; Entrepreneurship; Women entrepreneurs; 0429

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APA (6th Edition):

Tyers, D. (2017). The Experiences of Women Entrepreneurs in the English Language Education Sector: Understanding Cross-Cultural and Cross-Linguistic Implications Through a Multiple Narrative Case Study. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/78659

Chicago Manual of Style (16th Edition):

Tyers, Dianne. “The Experiences of Women Entrepreneurs in the English Language Education Sector: Understanding Cross-Cultural and Cross-Linguistic Implications Through a Multiple Narrative Case Study.” 2017. Doctoral Dissertation, University of Toronto. Accessed September 28, 2020. http://hdl.handle.net/1807/78659.

MLA Handbook (7th Edition):

Tyers, Dianne. “The Experiences of Women Entrepreneurs in the English Language Education Sector: Understanding Cross-Cultural and Cross-Linguistic Implications Through a Multiple Narrative Case Study.” 2017. Web. 28 Sep 2020.

Vancouver:

Tyers D. The Experiences of Women Entrepreneurs in the English Language Education Sector: Understanding Cross-Cultural and Cross-Linguistic Implications Through a Multiple Narrative Case Study. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1807/78659.

Council of Science Editors:

Tyers D. The Experiences of Women Entrepreneurs in the English Language Education Sector: Understanding Cross-Cultural and Cross-Linguistic Implications Through a Multiple Narrative Case Study. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/78659


Arizona State University

26. Trifiro, Anthony. Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity.

Degree: PhD, Curriculum and Instruction, 2012, Arizona State University

 This study is of professional development of secondary teachers seeking an English as Second Language (ESL) endorsement. Participants are secondary teachers of a major urban… (more)

Subjects/Keywords: Education; Teacher education; English as a second language; cultural relevant teaching; culture; English Learners; language; multicultural teacher education; Professional Development

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APA (6th Edition):

Trifiro, A. (2012). Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/15219

Chicago Manual of Style (16th Edition):

Trifiro, Anthony. “Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity.” 2012. Doctoral Dissertation, Arizona State University. Accessed September 28, 2020. http://repository.asu.edu/items/15219.

MLA Handbook (7th Edition):

Trifiro, Anthony. “Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity.” 2012. Web. 28 Sep 2020.

Vancouver:

Trifiro A. Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2020 Sep 28]. Available from: http://repository.asu.edu/items/15219.

Council of Science Editors:

Trifiro A. Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/15219


Temple University

27. Richard, Jean-Pierre Joseph. Academic Capital, Learner Goals, Achievement Orientations, Perceptions of English, and Effort: A Mixed-Methods Study.

Degree: 2018, Temple University

Teaching & Learning

Ed.D.

This exploratory study investigated variables that have received scant attention in the field of second language acquisition. Four research questions were… (more)

Subjects/Keywords: English as a second language; Educational sociology; Educational psychology;

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APA (6th Edition):

Richard, J. J. (2018). Academic Capital, Learner Goals, Achievement Orientations, Perceptions of English, and Effort: A Mixed-Methods Study. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,505506

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):

Richard, Jean-Pierre Joseph. “Academic Capital, Learner Goals, Achievement Orientations, Perceptions of English, and Effort: A Mixed-Methods Study.” 2018. Thesis, Temple University. Accessed September 28, 2020. http://digital.library.temple.edu/u?/p245801coll10,505506.

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

MLA Handbook (7th Edition):

Richard, Jean-Pierre Joseph. “Academic Capital, Learner Goals, Achievement Orientations, Perceptions of English, and Effort: A Mixed-Methods Study.” 2018. Web. 28 Sep 2020.

Vancouver:

Richard JJ. Academic Capital, Learner Goals, Achievement Orientations, Perceptions of English, and Effort: A Mixed-Methods Study. [Internet] [Thesis]. Temple University; 2018. [cited 2020 Sep 28]. Available from: http://digital.library.temple.edu/u?/p245801coll10,505506.

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

Council of Science Editors:

Richard JJ. Academic Capital, Learner Goals, Achievement Orientations, Perceptions of English, and Effort: A Mixed-Methods Study. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,505506

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


University of Georgia

28. Koch, Joanna Greer. Costa Rica Multilingue.

Degree: 2014, University of Georgia

 In 2008, Costa Rica launched a national program, Costa Rica Multilingue, to improve Costa Ricans’ foreign language skills to meet the country’s communication demands. With… (more)

Subjects/Keywords: Costa Rica; multilingual; bilingual; English as a foreign language; globalization; human capital; English dominance; global to local continuum; policy versus practice

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APA (6th Edition):

Koch, J. G. (2014). Costa Rica Multilingue. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29871

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):

Koch, Joanna Greer. “Costa Rica Multilingue.” 2014. Thesis, University of Georgia. Accessed September 28, 2020. http://hdl.handle.net/10724/29871.

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

MLA Handbook (7th Edition):

Koch, Joanna Greer. “Costa Rica Multilingue.” 2014. Web. 28 Sep 2020.

Vancouver:

Koch JG. Costa Rica Multilingue. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10724/29871.

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

Council of Science Editors:

Koch JG. Costa Rica Multilingue. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29871

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


University of Rochester

29. Hopper, Mindy J. (1959 - ). Positioned as bystanders : deaf students’ experiences and perceptions of informal learning phenomena.

Degree: PhD, 2011, University of Rochester

 Deaf students are more likely than ever before to attend public school with their hearing peers. It is common, however, to find only one deaf… (more)

Subjects/Keywords: American sign language; Capital; Community of learners; Cultural reproduction; Deafhood; Ideology; Incidental learning; Initiator; Mainstreaming; Overhearer; Spoken language

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

APA (6th Edition):

Hopper, M. J. (. -. ). (2011). Positioned as bystanders : deaf students’ experiences and perceptions of informal learning phenomena. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14798

Chicago Manual of Style (16th Edition):

Hopper, Mindy J (1959 - ). “Positioned as bystanders : deaf students’ experiences and perceptions of informal learning phenomena.” 2011. Doctoral Dissertation, University of Rochester. Accessed September 28, 2020. http://hdl.handle.net/1802/14798.

MLA Handbook (7th Edition):

Hopper, Mindy J (1959 - ). “Positioned as bystanders : deaf students’ experiences and perceptions of informal learning phenomena.” 2011. Web. 28 Sep 2020.

Vancouver:

Hopper MJ(-). Positioned as bystanders : deaf students’ experiences and perceptions of informal learning phenomena. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1802/14798.

Council of Science Editors:

Hopper MJ(-). Positioned as bystanders : deaf students’ experiences and perceptions of informal learning phenomena. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14798


California State University – Sacramento

30. Cha, Ya Po. Hmong heritage language program at the secondary level and its impact on Hmong students academic achievement.

Degree: MA, Education (Multicultural Education, 2010, California State University – Sacramento

 The Hmong heritage language program at Lucky Banks High School has been implemented for over eight years. How has this program helped Hmong students improve… (more)

Subjects/Keywords: Hmong; Language; Culture; Primary language; Cultural capital

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cha, Y. P. (2010). Hmong heritage language program at the secondary level and its impact on Hmong students academic achievement. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/397

Chicago Manual of Style (16th Edition):

Cha, Ya Po. “Hmong heritage language program at the secondary level and its impact on Hmong students academic achievement.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 28, 2020. http://hdl.handle.net/10211.9/397.

MLA Handbook (7th Edition):

Cha, Ya Po. “Hmong heritage language program at the secondary level and its impact on Hmong students academic achievement.” 2010. Web. 28 Sep 2020.

Vancouver:

Cha YP. Hmong heritage language program at the secondary level and its impact on Hmong students academic achievement. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10211.9/397.

Council of Science Editors:

Cha YP. Hmong heritage language program at the secondary level and its impact on Hmong students academic achievement. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/397

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