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You searched for subject:(Second language development). Showing records 1 – 30 of 198 total matches.

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Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

1. Τζωαννοπούλου, Μαρίνα. The second language mental lexicon: some evidence from greek advanced learners of english.

Degree: 2000, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

Subjects/Keywords: Νοητικό λεξικό; Εκμάθηση ξένης γλώσσας; Επεξεργασία δεύτερης ξένης γλώσσας; Διγλωσσία; Λεξική ανάπτυξη; Mental lexicon; Second language acquisition; Second language processing; Bilingualism; Lexical development

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

APA (6th Edition):

Τζωαννοπούλου, . . (2000). The second language mental lexicon: some evidence from greek advanced learners of english. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/15069

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):

Τζωαννοπούλου, Μαρίνα. “The second language mental lexicon: some evidence from greek advanced learners of english.” 2000. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed August 18, 2019. http://hdl.handle.net/10442/hedi/15069.

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

MLA Handbook (7th Edition):

Τζωαννοπούλου, Μαρίνα. “The second language mental lexicon: some evidence from greek advanced learners of english.” 2000. Web. 18 Aug 2019.

Vancouver:

Τζωαννοπούλου . The second language mental lexicon: some evidence from greek advanced learners of english. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2000. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10442/hedi/15069.

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

Council of Science Editors:

Τζωαννοπούλου . The second language mental lexicon: some evidence from greek advanced learners of english. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2000. Available from: http://hdl.handle.net/10442/hedi/15069

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

2. Birbili, Mary. Η ανανέωση της διδασκαλίας της ξένης γλώσσας ως διάσταση του εκπαιδευτικού εκσυγχρονισμού.

Degree: 2015, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

The dissertation discusses the conditions of English language teaching in greek secondary public education (Gymnasiun - IESCD 3) and aims at defining the degree of… (more)

Subjects/Keywords: Η αγγλική ως ξένη γλώσσα; Διδασκαλία ξένης γλώσσας; Διδακτική μεθοδολογία ξένης γλώσσας; Ελληνική εκπαιδευτική πολιτική; Ευρωπαϊκή εκπαιδευτική πολιτική; Επαγγελματική ανάπτυξη εκπαιδευτικού ξένης γλώσσας; English as a foreign language; Foreign language teaching methodology; Second language teaching methodology; Greek educational policy; European educational policy; Professional development; EFL

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

APA (6th Edition):

Birbili, M. (2015). Η ανανέωση της διδασκαλίας της ξένης γλώσσας ως διάσταση του εκπαιδευτικού εκσυγχρονισμού. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/35793

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):

Birbili, Mary. “Η ανανέωση της διδασκαλίας της ξένης γλώσσας ως διάσταση του εκπαιδευτικού εκσυγχρονισμού.” 2015. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed August 18, 2019. http://hdl.handle.net/10442/hedi/35793.

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

MLA Handbook (7th Edition):

Birbili, Mary. “Η ανανέωση της διδασκαλίας της ξένης γλώσσας ως διάσταση του εκπαιδευτικού εκσυγχρονισμού.” 2015. Web. 18 Aug 2019.

Vancouver:

Birbili M. Η ανανέωση της διδασκαλίας της ξένης γλώσσας ως διάσταση του εκπαιδευτικού εκσυγχρονισμού. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10442/hedi/35793.

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

Council of Science Editors:

Birbili M. Η ανανέωση της διδασκαλίας της ξένης γλώσσας ως διάσταση του εκπαιδευτικού εκσυγχρονισμού. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. Available from: http://hdl.handle.net/10442/hedi/35793

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

3. Karagianni, Ioanna. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.

Degree: 2016, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

The aim of the study was to address the question of whether, in the course of foreign language learning, the oral correction of learners’ errors… (more)

Subjects/Keywords: Πρώτη/ Μητρική Γλώσσα (Γ1); Δεύτερη/ Ξένη Γλώσσα (Γ2); Ανατροφοδότηση; Ανάπτυξη της Γ2; Εκμάθηση; Γραμματικά λάθη; First Language (L1); Second/ Foreign Language (L2); Corrective Feedback (CF); L2 development; Learning; Grammatical Errors

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

APA (6th Edition):

Karagianni, I. (2016). The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/39667

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):

Karagianni, Ioanna. “The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.” 2016. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed August 18, 2019. http://hdl.handle.net/10442/hedi/39667.

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

MLA Handbook (7th Edition):

Karagianni, Ioanna. “The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.” 2016. Web. 18 Aug 2019.

Vancouver:

Karagianni I. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10442/hedi/39667.

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

Council of Science Editors:

Karagianni I. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2016. Available from: http://hdl.handle.net/10442/hedi/39667

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

4. Nikolakakis, Efstratios. Η ανάπτυξη του φωνητικού συστήματος κατά την εκμάθηση της γερμανικής ως ξένης γλώσσας: επίδραση ενδογλωσσικών και εξωγλωσσικών παραγόντων.

Degree: 2016, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

The aim of the thesis was to study the development of the phonetic system by Greek students of German as a foreign language. We discussed… (more)

Subjects/Keywords: Φωνητική; Γλωσσική ανάπτυξη; Φωνολογία; Φωνητική ανάπτυξη; Εκμάθηση – κατάκτηση δεύτερης – ξένης γλώσσας; Phonetics; Language development; Phonology; Phonetic development; Second – foreign language learning – acquisition

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

APA (6th Edition):

Nikolakakis, E. (2016). Η ανάπτυξη του φωνητικού συστήματος κατά την εκμάθηση της γερμανικής ως ξένης γλώσσας: επίδραση ενδογλωσσικών και εξωγλωσσικών παραγόντων. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/37816

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):

Nikolakakis, Efstratios. “Η ανάπτυξη του φωνητικού συστήματος κατά την εκμάθηση της γερμανικής ως ξένης γλώσσας: επίδραση ενδογλωσσικών και εξωγλωσσικών παραγόντων.” 2016. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed August 18, 2019. http://hdl.handle.net/10442/hedi/37816.

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

MLA Handbook (7th Edition):

Nikolakakis, Efstratios. “Η ανάπτυξη του φωνητικού συστήματος κατά την εκμάθηση της γερμανικής ως ξένης γλώσσας: επίδραση ενδογλωσσικών και εξωγλωσσικών παραγόντων.” 2016. Web. 18 Aug 2019.

Vancouver:

Nikolakakis E. Η ανάπτυξη του φωνητικού συστήματος κατά την εκμάθηση της γερμανικής ως ξένης γλώσσας: επίδραση ενδογλωσσικών και εξωγλωσσικών παραγόντων. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10442/hedi/37816.

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

Council of Science Editors:

Nikolakakis E. Η ανάπτυξη του φωνητικού συστήματος κατά την εκμάθηση της γερμανικής ως ξένης γλώσσας: επίδραση ενδογλωσσικών και εξωγλωσσικών παραγόντων. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2016. Available from: http://hdl.handle.net/10442/hedi/37816

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


Arizona State University

5. Castillo, Melissa. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.

Degree: EdD, Educational Administration and Supervision, 2012, Arizona State University

 The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher… (more)

Subjects/Keywords: English as a second language; Elementary education; Coaching Teachers; Professional Development

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APA (6th Edition):

Castillo, M. (2012). Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14530

Chicago Manual of Style (16th Edition):

Castillo, Melissa. “Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.” 2012. Doctoral Dissertation, Arizona State University. Accessed August 18, 2019. http://repository.asu.edu/items/14530.

MLA Handbook (7th Edition):

Castillo, Melissa. “Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.” 2012. Web. 18 Aug 2019.

Vancouver:

Castillo M. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Aug 18]. Available from: http://repository.asu.edu/items/14530.

Council of Science Editors:

Castillo M. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14530

6. Didonato, Alicia Moss. New Directions in Social Competence Research: Examining Developmental Trajectories and Language Minority Populations.

Degree: PhD, Family and Human Development, 2014, Arizona State University

 Research regarding social competence is growing rapidly, but there remain a few aspects of social development that merit more attention. The presented pair of studies… (more)

Subjects/Keywords: Developmental psychology; Education; English as a second language; development; interpersonal skills; language; LCGA; literacy; social competence

…competence and the role of social competence in second language development in language minority… …and Language and Literacy T5… …67 Study 2, Table 7. Language Spoken in the Home by Class (Percent) …. 68… …social competence is growing rapidly, but there remain a few aspects of social development that… …the social development x literature, specifically the longitudinal trajectories of social… 

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

APA (6th Edition):

Didonato, A. M. (2014). New Directions in Social Competence Research: Examining Developmental Trajectories and Language Minority Populations. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/25040

Chicago Manual of Style (16th Edition):

Didonato, Alicia Moss. “New Directions in Social Competence Research: Examining Developmental Trajectories and Language Minority Populations.” 2014. Doctoral Dissertation, Arizona State University. Accessed August 18, 2019. http://repository.asu.edu/items/25040.

MLA Handbook (7th Edition):

Didonato, Alicia Moss. “New Directions in Social Competence Research: Examining Developmental Trajectories and Language Minority Populations.” 2014. Web. 18 Aug 2019.

Vancouver:

Didonato AM. New Directions in Social Competence Research: Examining Developmental Trajectories and Language Minority Populations. [Internet] [Doctoral dissertation]. Arizona State University; 2014. [cited 2019 Aug 18]. Available from: http://repository.asu.edu/items/25040.

Council of Science Editors:

Didonato AM. New Directions in Social Competence Research: Examining Developmental Trajectories and Language Minority Populations. [Doctoral Dissertation]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/25040


Arizona State University

7. Barkel, Ashley. Self-Regulated Strategy Development Writing Instruction with Elementary-Aged Students Learning English.

Degree: Learning, Literacies and Technologies, 2018, Arizona State University

 With Common Core State Standards (CCSS), all students are held to the same high expectations, including students learning English and other learners who may have… (more)

Subjects/Keywords: English as a second language; Elementary education; Language arts; elementary students; opinion writing; Self-Regulated Strategy Development; struggling writers; students learning English; writing instruction

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

APA (6th Edition):

Barkel, A. (2018). Self-Regulated Strategy Development Writing Instruction with Elementary-Aged Students Learning English. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/50541

Chicago Manual of Style (16th Edition):

Barkel, Ashley. “Self-Regulated Strategy Development Writing Instruction with Elementary-Aged Students Learning English.” 2018. Doctoral Dissertation, Arizona State University. Accessed August 18, 2019. http://repository.asu.edu/items/50541.

MLA Handbook (7th Edition):

Barkel, Ashley. “Self-Regulated Strategy Development Writing Instruction with Elementary-Aged Students Learning English.” 2018. Web. 18 Aug 2019.

Vancouver:

Barkel A. Self-Regulated Strategy Development Writing Instruction with Elementary-Aged Students Learning English. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Aug 18]. Available from: http://repository.asu.edu/items/50541.

Council of Science Editors:

Barkel A. Self-Regulated Strategy Development Writing Instruction with Elementary-Aged Students Learning English. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/50541


Arizona State University

8. Jin, Seonghan. Teaching English as an International Language (TEIL) in the Military Context: Incorporating TEIL into the English Curriculum of the Korea Military Academy.

Degree: English, 2019, Arizona State University

Subjects/Keywords: English as a second language; Curriculum development; English as a Lingua Franca (ELF); English as a Military Lingua Franca (EMLF); English as an International Language (EIL); English for Specific Purposes (ESP); Teaching English as an International Language (TEIL); World Englishes (WE)

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

APA (6th Edition):

Jin, S. (2019). Teaching English as an International Language (TEIL) in the Military Context: Incorporating TEIL into the English Curriculum of the Korea Military Academy. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/53554

Chicago Manual of Style (16th Edition):

Jin, Seonghan. “Teaching English as an International Language (TEIL) in the Military Context: Incorporating TEIL into the English Curriculum of the Korea Military Academy.” 2019. Masters Thesis, Arizona State University. Accessed August 18, 2019. http://repository.asu.edu/items/53554.

MLA Handbook (7th Edition):

Jin, Seonghan. “Teaching English as an International Language (TEIL) in the Military Context: Incorporating TEIL into the English Curriculum of the Korea Military Academy.” 2019. Web. 18 Aug 2019.

Vancouver:

Jin S. Teaching English as an International Language (TEIL) in the Military Context: Incorporating TEIL into the English Curriculum of the Korea Military Academy. [Internet] [Masters thesis]. Arizona State University; 2019. [cited 2019 Aug 18]. Available from: http://repository.asu.edu/items/53554.

Council of Science Editors:

Jin S. Teaching English as an International Language (TEIL) in the Military Context: Incorporating TEIL into the English Curriculum of the Korea Military Academy. [Masters Thesis]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53554


Arizona State University

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

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 August 18, 2019. 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. 18 Aug 2019.

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 2019 Aug 18]. 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

10. Nguyen, Tracy Robin. Link, Depth, and Breadth: Comparing Arizona's ELP Standards to the Common Core and WIDA.

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

 No Child Left Behind (NCLB) (2001) was a tipping point for the requirement of academic and English language proficiency standards. Yet, there continue to be… (more)

Subjects/Keywords: Curriculum development; English as a second language; Alignment; Curriculum; English Learners; Equality; Linkage; Standards

…English and the corresponding Language Arts Standards for mainstream students. The second… …State University for a Master’s degree and endorsement to teach English as a Second Language… …x28;ESL). This two-year Master’s program focused on second language acquisition theory… …levels of language development, lesson design, effective teaching strategies, and assessment… …inner-city high school to mentor novice teachers and to support English Language Development… 

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APA (6th Edition):

Nguyen, T. R. (2012). Link, Depth, and Breadth: Comparing Arizona's ELP Standards to the Common Core and WIDA. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/15172

Chicago Manual of Style (16th Edition):

Nguyen, Tracy Robin. “Link, Depth, and Breadth: Comparing Arizona's ELP Standards to the Common Core and WIDA.” 2012. Doctoral Dissertation, Arizona State University. Accessed August 18, 2019. http://repository.asu.edu/items/15172.

MLA Handbook (7th Edition):

Nguyen, Tracy Robin. “Link, Depth, and Breadth: Comparing Arizona's ELP Standards to the Common Core and WIDA.” 2012. Web. 18 Aug 2019.

Vancouver:

Nguyen TR. Link, Depth, and Breadth: Comparing Arizona's ELP Standards to the Common Core and WIDA. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Aug 18]. Available from: http://repository.asu.edu/items/15172.

Council of Science Editors:

Nguyen TR. Link, Depth, and Breadth: Comparing Arizona's ELP Standards to the Common Core and WIDA. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/15172


Australian National University

11. Di Biase, Bruno. A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications .

Degree: 2011, Australian National University

 This thesis concerns the acquisition of Italian as a second language in instructed adult and child learners within the framework of Processability Theory (Pienemann 1998)… (more)

Subjects/Keywords: Second Language Acquisition; Processability Theory; Bilingual first language acquisition; bilingual development in children of immigrants; Language Learning; Language Pedagogy; Morphosyntactic analysis; Lexical mapping; discourse pragmatics-syntax interface; Lexical Functional Grammar; Public policy in languages education

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

APA (6th Edition):

Di Biase, B. (2011). A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/6982

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):

Di Biase, Bruno. “A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications .” 2011. Thesis, Australian National University. Accessed August 18, 2019. http://hdl.handle.net/1885/6982.

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

MLA Handbook (7th Edition):

Di Biase, Bruno. “A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications .” 2011. Web. 18 Aug 2019.

Vancouver:

Di Biase B. A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications . [Internet] [Thesis]. Australian National University; 2011. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1885/6982.

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

Council of Science Editors:

Di Biase B. A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications . [Thesis]. Australian National University; 2011. Available from: http://hdl.handle.net/1885/6982

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


Australian National University

12. Tang, Xiaofei. Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China .

Degree: 2016, Australian National University

 This study conducts an acquisition-based evaluation of four primary-school English textbook series used on a nationwide scale in mainland China. The evaluation aims to determine… (more)

Subjects/Keywords: Sequencing of grammar; textbook evaluation; Processability Theory; second language development; second language instruction

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

APA (6th Edition):

Tang, X. (2016). Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/130852

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):

Tang, Xiaofei. “Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China .” 2016. Thesis, Australian National University. Accessed August 18, 2019. http://hdl.handle.net/1885/130852.

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

MLA Handbook (7th Edition):

Tang, Xiaofei. “Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China .” 2016. Web. 18 Aug 2019.

Vancouver:

Tang X. Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China . [Internet] [Thesis]. Australian National University; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1885/130852.

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

Council of Science Editors:

Tang X. Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China . [Thesis]. Australian National University; 2016. Available from: http://hdl.handle.net/1885/130852

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


Bowling Green State University

13. Sprague, Adam. Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University.

Degree: PhD, English (Rhetoric and Writing) PhD, 2017, Bowling Green State University

 My dissertation study fills current gaps in scholarship by analyzing the feedback preferences of students enrolled in two sections of English for Speakers of Other… (more)

Subjects/Keywords: English As A Second Language; Curriculum Development; Educational Technology; Foreign Language; Higher Education; Instructional Design; Language; Language Arts; Multilingual Education; Pedagogy; Rhetoric; Teacher Education; Technology; Teaching; Composition; Educational Technology; English as a Second Language; ESL; ESOL; Higher Education; Instructional Design; Learning Styles; Pedagogy; Teacher Education; Teacher Feedback; Teacher Research

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

APA (6th Edition):

Sprague, A. (2017). Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965

Chicago Manual of Style (16th Edition):

Sprague, Adam. “Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.

MLA Handbook (7th Edition):

Sprague, Adam. “Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University.” 2017. Web. 18 Aug 2019.

Vancouver:

Sprague A. Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.

Council of Science Editors:

Sprague A. Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965


Bowling Green State University

14. Moore, Jeffrey Salem. Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege.

Degree: PhD, English (Rhetoric and Writing) PhD, 2017, Bowling Green State University

 Although a substantial body of research exists with respect to the digital literacy practices of the “traditional” American college student, research relevant to the English… (more)

Subjects/Keywords: English As A Second Language; Composition; Communication; Curriculum Development; digital literacy; multimodal composition; second language writers; computer mediated writing; computer assisted language learning; student identity; writers voice; English language learners

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

APA (6th Edition):

Moore, J. S. (2017). Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726

Chicago Manual of Style (16th Edition):

Moore, Jeffrey Salem. “Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726.

MLA Handbook (7th Edition):

Moore, Jeffrey Salem. “Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege.” 2017. Web. 18 Aug 2019.

Vancouver:

Moore JS. Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726.

Council of Science Editors:

Moore JS. Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726

15. Zarco Gonzalez, Ixchel. Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético.

Degree: MA, 2013, Brigham Young University

  The body of the literature examining the acquisition of Spanish rhotics is expanding (e.g., Canfield, 1940; Face, 2006; Rose, 2010; Hurtado & Estrada, 2010).… (more)

Subjects/Keywords: second language acquisition; rhotics; pronunciation; phonology; motivational intensity; intercultural development; phonetic context; speech style; level of instruction; Spanish and Portuguese Language and Literature

…primeros años de aprendizaje del inglés como segunda lengua (English as a Second Language… …de la adquisición de segndas lenguas (Second Language Acquisition, SLA)… 

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APA (6th Edition):

Zarco Gonzalez, I. (2013). Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4758&context=etd

Chicago Manual of Style (16th Edition):

Zarco Gonzalez, Ixchel. “Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético.” 2013. Masters Thesis, Brigham Young University. Accessed August 18, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4758&context=etd.

MLA Handbook (7th Edition):

Zarco Gonzalez, Ixchel. “Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético.” 2013. Web. 18 Aug 2019.

Vancouver:

Zarco Gonzalez I. Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2019 Aug 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4758&context=etd.

Council of Science Editors:

Zarco Gonzalez I. Factores que Influyen en la Adquisición de los Sonidos Róticos del Español como Segunda Lengua: Sensibilidad Cultural, Motivación, Nivel de Instrucción, Tipo de Discurso, Tiempo de Residencia en el Extranjero y Contexto Fonético. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4758&context=etd


Brigham Young University

16. Hilmo, Michael S. The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses.

Degree: MA, 2006, Brigham Young University

  This study investigated the effects of multiple textual encounters of words and textual encounters of words supplemented with pictorial glosses upon the ability of… (more)

Subjects/Keywords: Second Language Acquisition (SLA); vocabulary development; French; textual encounters; pictorial glosses; visuals; inferring meaning; word senses; Other Languages, Societies, and Cultures

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

APA (6th Edition):

Hilmo, M. S. (2006). The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1412&context=etd

Chicago Manual of Style (16th Edition):

Hilmo, Michael S. “The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses.” 2006. Masters Thesis, Brigham Young University. Accessed August 18, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1412&context=etd.

MLA Handbook (7th Edition):

Hilmo, Michael S. “The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses.” 2006. Web. 18 Aug 2019.

Vancouver:

Hilmo MS. The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses. [Internet] [Masters thesis]. Brigham Young University; 2006. [cited 2019 Aug 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1412&context=etd.

Council of Science Editors:

Hilmo MS. The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses. [Masters Thesis]. Brigham Young University; 2006. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1412&context=etd


Brigham Young University

17. Kohler, Kristen Marie. The Development of a Literacy Curriculum for Adult Liberian Refugees.

Degree: MA, 2007, Brigham Young University

 From 2003 to 2006, Tucson, Arizona became the new home of many Liberian refugees. Because of civil war in their homeland and ensuing years spent… (more)

Subjects/Keywords: literacy; refugees; curriculum development; Tucson; Liberian; English as a Second Language; reading; Linguistics

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

APA (6th Edition):

Kohler, K. M. (2007). The Development of a Literacy Curriculum for Adult Liberian Refugees. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2014&context=etd

Chicago Manual of Style (16th Edition):

Kohler, Kristen Marie. “The Development of a Literacy Curriculum for Adult Liberian Refugees.” 2007. Masters Thesis, Brigham Young University. Accessed August 18, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2014&context=etd.

MLA Handbook (7th Edition):

Kohler, Kristen Marie. “The Development of a Literacy Curriculum for Adult Liberian Refugees.” 2007. Web. 18 Aug 2019.

Vancouver:

Kohler KM. The Development of a Literacy Curriculum for Adult Liberian Refugees. [Internet] [Masters thesis]. Brigham Young University; 2007. [cited 2019 Aug 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2014&context=etd.

Council of Science Editors:

Kohler KM. The Development of a Literacy Curriculum for Adult Liberian Refugees. [Masters Thesis]. Brigham Young University; 2007. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2014&context=etd


Brigham Young University

18. Lamm, Tamara Lee Burton. Curriculum development of Elang 105: A GE first-year academic literacy course for international students.

Degree: MA, 2005, Brigham Young University

  Each year more international students enroll in American universities, and administrators nationwide must determine how to meet students' unique writing needs. Compared to similar… (more)

Subjects/Keywords: second language writing; academic literacy; freshman composition; first-year writing; GE course; ESL; L2 writing; writing; curriculum development; ELang 105; international students; Linguistics

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

APA (6th Edition):

Lamm, T. L. B. (2005). Curriculum development of Elang 105: A GE first-year academic literacy course for international students. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1717&context=etd

Chicago Manual of Style (16th Edition):

Lamm, Tamara Lee Burton. “Curriculum development of Elang 105: A GE first-year academic literacy course for international students.” 2005. Masters Thesis, Brigham Young University. Accessed August 18, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1717&context=etd.

MLA Handbook (7th Edition):

Lamm, Tamara Lee Burton. “Curriculum development of Elang 105: A GE first-year academic literacy course for international students.” 2005. Web. 18 Aug 2019.

Vancouver:

Lamm TLB. Curriculum development of Elang 105: A GE first-year academic literacy course for international students. [Internet] [Masters thesis]. Brigham Young University; 2005. [cited 2019 Aug 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1717&context=etd.

Council of Science Editors:

Lamm TLB. Curriculum development of Elang 105: A GE first-year academic literacy course for international students. [Masters Thesis]. Brigham Young University; 2005. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1717&context=etd


California State University – Sacramento

19. Graham, Sarah Marie. An analysis of a K-12 grammar-based English language development program.

Degree: 2014, California State University – Sacramento

 The purpose of this study was to analyze a K-12 grammar-based English language development program???s effectiveness in facilitating English acquisition for second language learners. The… (more)

Subjects/Keywords: Education; Sustainability; Implementation; California English Language Development Test; Second language learner; Language acquisition; English language learner

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

APA (6th Edition):

Graham, S. M. (2014). An analysis of a K-12 grammar-based English language development program. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122235

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):

Graham, Sarah Marie. “An analysis of a K-12 grammar-based English language development program.” 2014. Thesis, California State University – Sacramento. Accessed August 18, 2019. http://hdl.handle.net/10211.3/122235.

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

MLA Handbook (7th Edition):

Graham, Sarah Marie. “An analysis of a K-12 grammar-based English language development program.” 2014. Web. 18 Aug 2019.

Vancouver:

Graham SM. An analysis of a K-12 grammar-based English language development program. [Internet] [Thesis]. California State University – Sacramento; 2014. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10211.3/122235.

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

Council of Science Editors:

Graham SM. An analysis of a K-12 grammar-based English language development program. [Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122235

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


California State University – San Bernardino

20. Hammad, Mahbuba. FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS.

Degree: Doctor of Education in Educational Leadership, Education, 2017, California State University – San Bernardino

  This research study employed a mixed methods design with concurrent procedures. The study sought to determine the underlying constructs of Arabic reading attitudes and… (more)

Subjects/Keywords: leveled reading; literacy; Arabic; culture; second language acquisition; L2; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; Higher Education; Higher Education and Teaching; Language and Literacy Education; Linguistics; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Hammad, M. (2017). FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/607

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):

Hammad, Mahbuba. “FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS.” 2017. Thesis, California State University – San Bernardino. Accessed August 18, 2019. http://scholarworks.lib.csusb.edu/etd/607.

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

MLA Handbook (7th Edition):

Hammad, Mahbuba. “FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS.” 2017. Web. 18 Aug 2019.

Vancouver:

Hammad M. FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Aug 18]. Available from: http://scholarworks.lib.csusb.edu/etd/607.

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

Council of Science Editors:

Hammad M. FACTORS INFLUENCING ATTITUDES AND MOTIVATION TOWARD READING ARABIC: THE IMPACT OF LEVELED READING ON THE EXPERIENCES OF LANGUAGE LEARNERS AND TEACHERS. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/607

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


California State University – San Bernardino

21. Perez, Ambar A. LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS.

Degree: MAin English Composition, English, 2017, California State University – San Bernardino

  This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these… (more)

Subjects/Keywords: Language Minorities; Panoptic Paradigms; Language Policy; English Learners; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education Policy; First and Second Language Acquisition; Language and Literacy Education; Teacher Education and Professional Development

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APA (6th Edition):

Perez, A. A. (2017). LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/577

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):

Perez, Ambar A. “LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS.” 2017. Thesis, California State University – San Bernardino. Accessed August 18, 2019. http://scholarworks.lib.csusb.edu/etd/577.

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

MLA Handbook (7th Edition):

Perez, Ambar A. “LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS.” 2017. Web. 18 Aug 2019.

Vancouver:

Perez AA. LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Aug 18]. Available from: http://scholarworks.lib.csusb.edu/etd/577.

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

Council of Science Editors:

Perez AA. LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/577

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

22. Breton, Daniel. Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School.

Degree: Educational Work, 2016, Dalarna University

Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study… (more)

Subjects/Keywords: Content and Language Integrated Learning (CLIL); teaching mathematics in English; second language learners; translanguaging; code-switching; revoicing; open ended tasks; group work; sociocultural perspective on learning and development; språk- och innehållsintegrerad inlärning och undervisning.

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APA (6th Edition):

Breton, D. (2016). Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-21406

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):

Breton, Daniel. “Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School.” 2016. Thesis, Dalarna University. Accessed August 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21406.

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

MLA Handbook (7th Edition):

Breton, Daniel. “Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School.” 2016. Web. 18 Aug 2019.

Vancouver:

Breton D. Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School. [Internet] [Thesis]. Dalarna University; 2016. [cited 2019 Aug 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-21406.

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

Council of Science Editors:

Breton D. Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-21406

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

23. Danielsson, Kajsa. Second Language Development through OnlineGaming : A Literature Study.

Degree: Educational Work, 2017, Dalarna University

English is a part of our lives from an early age, and it is important that pupils engage themselves in learning the language. Today… (more)

Subjects/Keywords: Extramural English (EE); Language Development; Second Language Learning; Elementary school; Online Gaming; Interaction; Pedagogical Work; Pedagogiskt arbete

language development AND MMOG MMORPG AND language development Online AND game AND second AND… …Korea. education for second language development. 5. Sundqvist, P., & Sylvén, L. This study… …of Warcraft’s and America. environmental settings for second language development. 6. 7… …affect their second language development. The authors also claim that language development… …that second language development takes place via the context of the game. Nevertheless, focus… 

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

APA (6th Edition):

Danielsson, K. (2017). Second Language Development through OnlineGaming : A Literature Study. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-25485

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):

Danielsson, Kajsa. “Second Language Development through OnlineGaming : A Literature Study.” 2017. Thesis, Dalarna University. Accessed August 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25485.

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

MLA Handbook (7th Edition):

Danielsson, Kajsa. “Second Language Development through OnlineGaming : A Literature Study.” 2017. Web. 18 Aug 2019.

Vancouver:

Danielsson K. Second Language Development through OnlineGaming : A Literature Study. [Internet] [Thesis]. Dalarna University; 2017. [cited 2019 Aug 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-25485.

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

Council of Science Editors:

Danielsson K. Second Language Development through OnlineGaming : A Literature Study. [Thesis]. Dalarna University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-25485

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


Florida Atlantic University

24. Welsh, Stephanie N. The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years.

Degree: 2017, Florida Atlantic University

Summary: In order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to… (more)

Subjects/Keywords: Child development.; Second language acquisition.; Language acquisition – Parent participation.; Bilingualism in children.; Language awareness in children.; Language transfer (Language learning); Verbal ability.

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

APA (6th Edition):

Welsh, S. N. (2017). The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004891 ; (URL) http://purl.flvc.org/fau/fd/FA00004891

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):

Welsh, Stephanie N. “The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years.” 2017. Thesis, Florida Atlantic University. Accessed August 18, 2019. http://purl.flvc.org/fau/fd/FA00004891 ; (URL) http://purl.flvc.org/fau/fd/FA00004891.

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

MLA Handbook (7th Edition):

Welsh, Stephanie N. “The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years.” 2017. Web. 18 Aug 2019.

Vancouver:

Welsh SN. The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years. [Internet] [Thesis]. Florida Atlantic University; 2017. [cited 2019 Aug 18]. Available from: http://purl.flvc.org/fau/fd/FA00004891 ; (URL) http://purl.flvc.org/fau/fd/FA00004891.

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

Council of Science Editors:

Welsh SN. The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years. [Thesis]. Florida Atlantic University; 2017. Available from: http://purl.flvc.org/fau/fd/FA00004891 ; (URL) http://purl.flvc.org/fau/fd/FA00004891

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


George Mason University

25. Brown, Gordon. The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School.

Degree: 2018, George Mason University

  This quasi-experimental mixed-methods study investigated how integrating language arts and visual arts with history instruction affected high school English as a Second Language (ESL)… (more)

Subjects/Keywords: English as a second language; Curriculum development

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

APA (6th Edition):

Brown, G. (2018). The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School. (Thesis). George Mason University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10683724

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):

Brown, Gordon. “The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School.” 2018. Thesis, George Mason University. Accessed August 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10683724.

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

MLA Handbook (7th Edition):

Brown, Gordon. “The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School.” 2018. Web. 18 Aug 2019.

Vancouver:

Brown G. The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School. [Internet] [Thesis]. George Mason University; 2018. [cited 2019 Aug 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10683724.

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

Council of Science Editors:

Brown G. The Effects of an Integrated Curriculum on the Achievement and Integrative Thinking of English Learners in High School. [Thesis]. George Mason University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10683724

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


George Mason University

26. Brown, Gordon Phillips. THE EFFECTS OF AN INTEGRATED CURRICULUM ON THE ACHIEVEMENT AND INTEGRATIVE THINKING OF ENGLISH LEARNERS IN HIGH SCHOOL .

Degree: 2017, George Mason University

 This quasi-experimental mixed-methods study investigated how integrating language arts and visual arts with history instruction affected high school English as a Second Language (ESL) student… (more)

Subjects/Keywords: Curriculum development; English as a second language; achievement; creativity; curriculum integration; English learners; integrative thinking; mixed-methods

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APA (6th Edition):

Brown, G. P. (2017). THE EFFECTS OF AN INTEGRATED CURRICULUM ON THE ACHIEVEMENT AND INTEGRATIVE THINKING OF ENGLISH LEARNERS IN HIGH SCHOOL . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11216

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):

Brown, Gordon Phillips. “THE EFFECTS OF AN INTEGRATED CURRICULUM ON THE ACHIEVEMENT AND INTEGRATIVE THINKING OF ENGLISH LEARNERS IN HIGH SCHOOL .” 2017. Thesis, George Mason University. Accessed August 18, 2019. http://hdl.handle.net/1920/11216.

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

MLA Handbook (7th Edition):

Brown, Gordon Phillips. “THE EFFECTS OF AN INTEGRATED CURRICULUM ON THE ACHIEVEMENT AND INTEGRATIVE THINKING OF ENGLISH LEARNERS IN HIGH SCHOOL .” 2017. Web. 18 Aug 2019.

Vancouver:

Brown GP. THE EFFECTS OF AN INTEGRATED CURRICULUM ON THE ACHIEVEMENT AND INTEGRATIVE THINKING OF ENGLISH LEARNERS IN HIGH SCHOOL . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1920/11216.

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

Council of Science Editors:

Brown GP. THE EFFECTS OF AN INTEGRATED CURRICULUM ON THE ACHIEVEMENT AND INTEGRATIVE THINKING OF ENGLISH LEARNERS IN HIGH SCHOOL . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11216

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


George Mason University

27. Richard, Erin. Individual Differences and Second Language Acquisition among Low-Income Preschoolers .

Degree: 2007, George Mason University

Second language acquisition has become a highly relevant, hotly debated topic in the United States. Of particular importance to early childhood researchers is how to… (more)

Subjects/Keywords: second language acquisition; individual differences; bilingualism; low-income; social-emotional development; Hispanic

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APA (6th Edition):

Richard, E. (2007). Individual Differences and Second Language Acquisition among Low-Income Preschoolers . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/2957

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, Erin. “Individual Differences and Second Language Acquisition among Low-Income Preschoolers .” 2007. Thesis, George Mason University. Accessed August 18, 2019. http://hdl.handle.net/1920/2957.

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

MLA Handbook (7th Edition):

Richard, Erin. “Individual Differences and Second Language Acquisition among Low-Income Preschoolers .” 2007. Web. 18 Aug 2019.

Vancouver:

Richard E. Individual Differences and Second Language Acquisition among Low-Income Preschoolers . [Internet] [Thesis]. George Mason University; 2007. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1920/2957.

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

Council of Science Editors:

Richard E. Individual Differences and Second Language Acquisition among Low-Income Preschoolers . [Thesis]. George Mason University; 2007. Available from: http://hdl.handle.net/1920/2957

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

28. Kyle, Kristopher. Measuring Syntactic Development in L2 Writing: Fine Grained Indices of Syntactic Complexity and Usage-Based Indices of Syntactic Sophistication.

Degree: PhD, Applied Linguistics and English as a Second Language, 2016, Georgia State University

  Syntactic complexity has been an area of significant interest in L2 writing development studies over the past 45 years. Despite the regularity in which… (more)

Subjects/Keywords: Second language acquisition; Syntactic complexity; Writing development; Language use; Language assessment; Natural language processing

language (L1) and second language (L2) development for the past 45 years… …implications of the findings of this dissertation for the study of second language development… …encouragement, I wouldn’t have pursued usage-based approaches to language development. I am also… …John Murphy for his insights into second language teacher education, and for masterfully… …165 6.4.1 Second language acquisition… 

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

APA (6th Edition):

Kyle, K. (2016). Measuring Syntactic Development in L2 Writing: Fine Grained Indices of Syntactic Complexity and Usage-Based Indices of Syntactic Sophistication. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/35

Chicago Manual of Style (16th Edition):

Kyle, Kristopher. “Measuring Syntactic Development in L2 Writing: Fine Grained Indices of Syntactic Complexity and Usage-Based Indices of Syntactic Sophistication.” 2016. Doctoral Dissertation, Georgia State University. Accessed August 18, 2019. https://scholarworks.gsu.edu/alesl_diss/35.

MLA Handbook (7th Edition):

Kyle, Kristopher. “Measuring Syntactic Development in L2 Writing: Fine Grained Indices of Syntactic Complexity and Usage-Based Indices of Syntactic Sophistication.” 2016. Web. 18 Aug 2019.

Vancouver:

Kyle K. Measuring Syntactic Development in L2 Writing: Fine Grained Indices of Syntactic Complexity and Usage-Based Indices of Syntactic Sophistication. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Aug 18]. Available from: https://scholarworks.gsu.edu/alesl_diss/35.

Council of Science Editors:

Kyle K. Measuring Syntactic Development in L2 Writing: Fine Grained Indices of Syntactic Complexity and Usage-Based Indices of Syntactic Sophistication. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/alesl_diss/35


Humboldt State University

29. Lee, Mai. The effectiveness of programs for English Learners in a diverse school district in rural California.

Degree: MA, Education, 2015, Humboldt State University

 This study examines how administrators and teachers in a diverse California school district evaluate and determine the effectiveness of their programs/strategies for English Learners (EL)… (more)

Subjects/Keywords: English Learners; English language learners; Effective English learner programs; Bilingual education; Equal education; Differentiated strategies; English as a second language; Effective instruction; Integrated English Learner program; Pull-out program; Language acquisition; Teaching effectiveness; English language development programs; Qualitative case study; Rural education

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

APA (6th Edition):

Lee, M. (2015). The effectiveness of programs for English Learners in a diverse school district in rural California. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/150022

Chicago Manual of Style (16th Edition):

Lee, Mai. “The effectiveness of programs for English Learners in a diverse school district in rural California.” 2015. Masters Thesis, Humboldt State University. Accessed August 18, 2019. http://hdl.handle.net/10211.3/150022.

MLA Handbook (7th Edition):

Lee, Mai. “The effectiveness of programs for English Learners in a diverse school district in rural California.” 2015. Web. 18 Aug 2019.

Vancouver:

Lee M. The effectiveness of programs for English Learners in a diverse school district in rural California. [Internet] [Masters thesis]. Humboldt State University; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10211.3/150022.

Council of Science Editors:

Lee M. The effectiveness of programs for English Learners in a diverse school district in rural California. [Masters Thesis]. Humboldt State University; 2015. Available from: http://hdl.handle.net/10211.3/150022

30. Entisar, Elsherif. An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program’s Affordances and Constraints in Libya as a Conflict Zone.

Degree: PhD, English, 2017, Indiana University of Pennsylvania

  This adaptive methodological inquiry explored the affordances and constraints of one TESOL teacher education program in Libya as a conflict zone. Data was collected… (more)

Subjects/Keywords: EFL teacher education; EFL teacher preparation; Second Language Teacher Education; Teacher preparation; TESOL in conflict zones; TESOL teacher education; Curriculum and Instruction; Teacher Education and Professional Development

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

APA (6th Edition):

Entisar, E. (2017). An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program’s Affordances and Constraints in Libya as a Conflict Zone. (Doctoral Dissertation). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1489

Chicago Manual of Style (16th Edition):

Entisar, Elsherif. “An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program’s Affordances and Constraints in Libya as a Conflict Zone.” 2017. Doctoral Dissertation, Indiana University of Pennsylvania. Accessed August 18, 2019. https://knowledge.library.iup.edu/etd/1489.

MLA Handbook (7th Edition):

Entisar, Elsherif. “An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program’s Affordances and Constraints in Libya as a Conflict Zone.” 2017. Web. 18 Aug 2019.

Vancouver:

Entisar E. An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program’s Affordances and Constraints in Libya as a Conflict Zone. [Internet] [Doctoral dissertation]. Indiana University of Pennsylvania; 2017. [cited 2019 Aug 18]. Available from: https://knowledge.library.iup.edu/etd/1489.

Council of Science Editors:

Entisar E. An Adaptive Methodological Inquiry: Exploring a TESOL Teacher Education Program’s Affordances and Constraints in Libya as a Conflict Zone. [Doctoral Dissertation]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1489

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