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You searched for subject:(Sign language Study AND teaching Australia). Showing records 1 – 30 of 18424 total matches.

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Macquarie University

1. Bontempo, Karen Michele. Interpreting by design: a study of aptitude, ability and achievement in Australian sign language interpreters.

Degree: 2012, Macquarie University

Thesis by publication.

1. Introduction  – 2. Interpreting down under: sign language interpreter education and training in Australia  – 3. Mind the gap! A skills… (more)

Subjects/Keywords: Interpreters for the deaf  – Education  – Australia; Sign language  – Study and teaching  – Australia; interpreting; sign language; aptitude; personality predictors; emotional stability; program admission testing

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

APA (6th Edition):

Bontempo, K. M. (2012). Interpreting by design: a study of aptitude, ability and achievement in Australian sign language interpreters. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/337635

Chicago Manual of Style (16th Edition):

Bontempo, Karen Michele. “Interpreting by design: a study of aptitude, ability and achievement in Australian sign language interpreters.” 2012. Doctoral Dissertation, Macquarie University. Accessed March 31, 2020. http://hdl.handle.net/1959.14/337635.

MLA Handbook (7th Edition):

Bontempo, Karen Michele. “Interpreting by design: a study of aptitude, ability and achievement in Australian sign language interpreters.” 2012. Web. 31 Mar 2020.

Vancouver:

Bontempo KM. Interpreting by design: a study of aptitude, ability and achievement in Australian sign language interpreters. [Internet] [Doctoral dissertation]. Macquarie University; 2012. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.14/337635.

Council of Science Editors:

Bontempo KM. Interpreting by design: a study of aptitude, ability and achievement in Australian sign language interpreters. [Doctoral Dissertation]. Macquarie University; 2012. Available from: http://hdl.handle.net/1959.14/337635


Macquarie University

2. Gray, Michael. Aspect marking in Australian Sign Language: a process of gestural verb modification.

Degree: 2013, Macquarie University

"Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy"

Bibliography: pages 433-441.

1. Introduction  – 2. Previous work on aspect… (more)

Subjects/Keywords: Australian Sign Language  – Dissertations, Academic; Sign language  – Study and teaching  – Australia; Deaf  – Australia  – Means of communication; Grammar, Comparative and general  – Aspect; Linguistic change  – Australia; aspect marking in Australian sign language; process of gestural verb modification; aspectual verb modification; Auslan; inflectional morphology; gestural modification; gestural representation

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

APA (6th Edition):

Gray, M. (2013). Aspect marking in Australian Sign Language: a process of gestural verb modification. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/305943

Chicago Manual of Style (16th Edition):

Gray, Michael. “Aspect marking in Australian Sign Language: a process of gestural verb modification.” 2013. Doctoral Dissertation, Macquarie University. Accessed March 31, 2020. http://hdl.handle.net/1959.14/305943.

MLA Handbook (7th Edition):

Gray, Michael. “Aspect marking in Australian Sign Language: a process of gestural verb modification.” 2013. Web. 31 Mar 2020.

Vancouver:

Gray M. Aspect marking in Australian Sign Language: a process of gestural verb modification. [Internet] [Doctoral dissertation]. Macquarie University; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.14/305943.

Council of Science Editors:

Gray M. Aspect marking in Australian Sign Language: a process of gestural verb modification. [Doctoral Dissertation]. Macquarie University; 2013. Available from: http://hdl.handle.net/1959.14/305943

3. Deneke, Getaneh Yohannes. Accessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education.

Degree: 2017, University of Zimbabwe

 The study sought to establish whether deaf students in tertiary education in Zambia have access to sign language services. Participants were drawn from the University… (more)

Subjects/Keywords: Sign language – Study and teaching – Zambia; Sign language – Study – Teritary education – Zambia

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

APA (6th Edition):

Deneke, G. Y. (2017). Accessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5625

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):

Deneke, Getaneh Yohannes. “Accessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education.” 2017. Thesis, University of Zimbabwe. Accessed March 31, 2020. http://dspace.unza.zm/handle/123456789/5625.

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

MLA Handbook (7th Edition):

Deneke, Getaneh Yohannes. “Accessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education.” 2017. Web. 31 Mar 2020.

Vancouver:

Deneke GY. Accessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2020 Mar 31]. Available from: http://dspace.unza.zm/handle/123456789/5625.

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

Council of Science Editors:

Deneke GY. Accessibility of sign language services to the deaf in tertiary education institutions: a case of the University of Zambia and Zambia Institute of special education. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/5625

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


Western Carolina University

4. Cordova, Veronica Yenquenida Flamenco. Finger placement correction for static gesture recognition in American Sign Language.

Degree: 2014, Western Carolina University

 Within the past few years, research involving gesture recognition has flourished and has led to new and improved programs assisting people who communicate with sign(more)

Subjects/Keywords: American Sign Language  – Study and teaching  – Computer programs; American Sign Language  – Study and teaching  – Technological innovations; American Sign Language  – Computer-assisted instruction

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

APA (6th Edition):

Cordova, V. Y. F. (2014). Finger placement correction for static gesture recognition in American Sign Language. (Masters Thesis). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16451

Chicago Manual of Style (16th Edition):

Cordova, Veronica Yenquenida Flamenco. “Finger placement correction for static gesture recognition in American Sign Language.” 2014. Masters Thesis, Western Carolina University. Accessed March 31, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16451.

MLA Handbook (7th Edition):

Cordova, Veronica Yenquenida Flamenco. “Finger placement correction for static gesture recognition in American Sign Language.” 2014. Web. 31 Mar 2020.

Vancouver:

Cordova VYF. Finger placement correction for static gesture recognition in American Sign Language. [Internet] [Masters thesis]. Western Carolina University; 2014. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16451.

Council of Science Editors:

Cordova VYF. Finger placement correction for static gesture recognition in American Sign Language. [Masters Thesis]. Western Carolina University; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16451

5. Cordova, Veronica Yenquenida Flamenco. Finger placement correction for static gesture recognition in American Sign Language.

Degree: 2014, NC Docks

 Within the past few years, research involving gesture recognition has flourished and has led to new and improved programs assisting people who communicate with sign(more)

Subjects/Keywords: American Sign Language  – Study and teaching  – Computer programs; American Sign Language  – Study and teaching  – Technological innovations; American Sign Language  – Computer-assisted instruction

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

APA (6th Edition):

Cordova, V. Y. F. (2014). Finger placement correction for static gesture recognition in American Sign Language. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/Cordova2014.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):

Cordova, Veronica Yenquenida Flamenco. “Finger placement correction for static gesture recognition in American Sign Language.” 2014. Thesis, NC Docks. Accessed March 31, 2020. http://libres.uncg.edu/ir/wcu/f/Cordova2014.pdf.

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

MLA Handbook (7th Edition):

Cordova, Veronica Yenquenida Flamenco. “Finger placement correction for static gesture recognition in American Sign Language.” 2014. Web. 31 Mar 2020.

Vancouver:

Cordova VYF. Finger placement correction for static gesture recognition in American Sign Language. [Internet] [Thesis]. NC Docks; 2014. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/wcu/f/Cordova2014.pdf.

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

Council of Science Editors:

Cordova VYF. Finger placement correction for static gesture recognition in American Sign Language. [Thesis]. NC Docks; 2014. Available from: http://libres.uncg.edu/ir/wcu/f/Cordova2014.pdf

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


Montana Tech

6. Hayes-Strom, Janis E. Teaching American Sign Language to hearing adults using handshapes or semantic category groupings : which method will result in the most retention?.

Degree: MA, 1987, Montana Tech

Subjects/Keywords: Sign language Study and teaching.

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

APA (6th Edition):

Hayes-Strom, J. E. (1987). Teaching American Sign Language to hearing adults using handshapes or semantic category groupings : which method will result in the most retention?. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/7800

Chicago Manual of Style (16th Edition):

Hayes-Strom, Janis E. “Teaching American Sign Language to hearing adults using handshapes or semantic category groupings : which method will result in the most retention?.” 1987. Masters Thesis, Montana Tech. Accessed March 31, 2020. https://scholarworks.umt.edu/etd/7800.

MLA Handbook (7th Edition):

Hayes-Strom, Janis E. “Teaching American Sign Language to hearing adults using handshapes or semantic category groupings : which method will result in the most retention?.” 1987. Web. 31 Mar 2020.

Vancouver:

Hayes-Strom JE. Teaching American Sign Language to hearing adults using handshapes or semantic category groupings : which method will result in the most retention?. [Internet] [Masters thesis]. Montana Tech; 1987. [cited 2020 Mar 31]. Available from: https://scholarworks.umt.edu/etd/7800.

Council of Science Editors:

Hayes-Strom JE. Teaching American Sign Language to hearing adults using handshapes or semantic category groupings : which method will result in the most retention?. [Masters Thesis]. Montana Tech; 1987. Available from: https://scholarworks.umt.edu/etd/7800


University of Arizona

7. Rider, Cindy Ellerman. Inducement of imagery in the service of learning sign language vocabulary .

Degree: 1989, University of Arizona

 The focus of this study was the inducement of imagery in order to retain sign language vocabulary items. Thirty-eight beginning sign language students were selected… (more)

Subjects/Keywords: Sign language  – Study and teaching.

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

APA (6th Edition):

Rider, C. E. (1989). Inducement of imagery in the service of learning sign language vocabulary . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/277007

Chicago Manual of Style (16th Edition):

Rider, Cindy Ellerman. “Inducement of imagery in the service of learning sign language vocabulary .” 1989. Masters Thesis, University of Arizona. Accessed March 31, 2020. http://hdl.handle.net/10150/277007.

MLA Handbook (7th Edition):

Rider, Cindy Ellerman. “Inducement of imagery in the service of learning sign language vocabulary .” 1989. Web. 31 Mar 2020.

Vancouver:

Rider CE. Inducement of imagery in the service of learning sign language vocabulary . [Internet] [Masters thesis]. University of Arizona; 1989. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10150/277007.

Council of Science Editors:

Rider CE. Inducement of imagery in the service of learning sign language vocabulary . [Masters Thesis]. University of Arizona; 1989. Available from: http://hdl.handle.net/10150/277007

8. Chibwe, Juliet. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.

Degree: 2015, University of Zimbabwe

 The Study sought to determine the contribution of Sign Language Variation to academic performance of grade Primary School Learners with hearing impairments. Four objectives guided… (more)

Subjects/Keywords: Language and languages – Study and teaching – Zambia; Sign language – Study and teaching (Elementary); Deaf – Means of communication.; Hearing impaired – Education – Curricula.

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

APA (6th Edition):

Chibwe, J. (2015). Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4261

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):

Chibwe, Juliet. “Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.” 2015. Thesis, University of Zimbabwe. Accessed March 31, 2020. http://dspace.unza.zm/handle/123456789/4261.

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

MLA Handbook (7th Edition):

Chibwe, Juliet. “Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia.” 2015. Web. 31 Mar 2020.

Vancouver:

Chibwe J. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2020 Mar 31]. Available from: http://dspace.unza.zm/handle/123456789/4261.

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

Council of Science Editors:

Chibwe J. Contribution of sign language variations to academic performance of learners with hearing impairments in selected copperbelt and Lusaka primary special schools in Zambia. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/4261

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


University of Arizona

9. Dilka, Karen Lynn. The effect of nonverbal communication training on the acquisition of sign language.

Degree: 1988, University of Arizona

 The purpose of this study was to determine the effect of nonverbal communication training on the acquisition of expressive and receptive sign language skills. Thirteen… (more)

Subjects/Keywords: Sign language  – Study and teaching.; Sign language acquisition.; Nonverbal communication  – Study and teaching.

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

APA (6th Edition):

Dilka, K. L. (1988). The effect of nonverbal communication training on the acquisition of sign language. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184360

Chicago Manual of Style (16th Edition):

Dilka, Karen Lynn. “The effect of nonverbal communication training on the acquisition of sign language. ” 1988. Doctoral Dissertation, University of Arizona. Accessed March 31, 2020. http://hdl.handle.net/10150/184360.

MLA Handbook (7th Edition):

Dilka, Karen Lynn. “The effect of nonverbal communication training on the acquisition of sign language. ” 1988. Web. 31 Mar 2020.

Vancouver:

Dilka KL. The effect of nonverbal communication training on the acquisition of sign language. [Internet] [Doctoral dissertation]. University of Arizona; 1988. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10150/184360.

Council of Science Editors:

Dilka KL. The effect of nonverbal communication training on the acquisition of sign language. [Doctoral Dissertation]. University of Arizona; 1988. Available from: http://hdl.handle.net/10150/184360


University of North Carolina – Greensboro

10. Barker, Ayrora Fain. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.

Degree: 2016, University of North Carolina – Greensboro

 Being able to communicate one’s wants and needs is an essential step in typical language development. However, children with diagnosed language delays, which constitute approximately… (more)

Subjects/Keywords: Sign language – Study and teaching (Early childhood); Language acquisition – Parent participation; Nonverbal communication in children; Language disorders in children; Toddlers – Language

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

APA (6th Edition):

Barker, A. F. (2016). The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19410

Chicago Manual of Style (16th Edition):

Barker, Ayrora Fain. “The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 31, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19410.

MLA Handbook (7th Edition):

Barker, Ayrora Fain. “The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.” 2016. Web. 31 Mar 2020.

Vancouver:

Barker AF. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19410.

Council of Science Editors:

Barker AF. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19410


Rhodes University

11. Ganiso, Mirriam Nosiphiwo. Sign language in South Africa language planning and policy challenges.

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

 This thesis sets out to undertake research into the very important topic of sign language and its usage, particularly in the Western Cape Province of… (more)

Subjects/Keywords: Sign language  – Study and teaching  – South Africa; Deaf  – Education  – South Africa; Deaf  – Means of communication

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

APA (6th Edition):

Ganiso, M. N. (2011). Sign language in South Africa language planning and policy challenges. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1002163

Chicago Manual of Style (16th Edition):

Ganiso, Mirriam Nosiphiwo. “Sign language in South Africa language planning and policy challenges.” 2011. Masters Thesis, Rhodes University. Accessed March 31, 2020. http://hdl.handle.net/10962/d1002163.

MLA Handbook (7th Edition):

Ganiso, Mirriam Nosiphiwo. “Sign language in South Africa language planning and policy challenges.” 2011. Web. 31 Mar 2020.

Vancouver:

Ganiso MN. Sign language in South Africa language planning and policy challenges. [Internet] [Masters thesis]. Rhodes University; 2011. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10962/d1002163.

Council of Science Editors:

Ganiso MN. Sign language in South Africa language planning and policy challenges. [Masters Thesis]. Rhodes University; 2011. Available from: http://hdl.handle.net/10962/d1002163


University of Melbourne

12. Jeavons, Mary Anne. A study of some of the factors which influence the second language learning of Auslan by adults.

Degree: 1999, University of Melbourne

 At present Australian Sign Language (Auslan) is taught as a LOTE (Language Other Than English) to mainly adult populations in TAFE institutions across Australia and… (more)

Subjects/Keywords: second language learning; Auslan; adult learning; factors affecting learning; deaf; means of communication; Australia; sign language; study and teaching

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

APA (6th Edition):

Jeavons, M. A. (1999). A study of some of the factors which influence the second language learning of Auslan by adults. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/35542

Chicago Manual of Style (16th Edition):

Jeavons, Mary Anne. “A study of some of the factors which influence the second language learning of Auslan by adults.” 1999. Masters Thesis, University of Melbourne. Accessed March 31, 2020. http://hdl.handle.net/11343/35542.

MLA Handbook (7th Edition):

Jeavons, Mary Anne. “A study of some of the factors which influence the second language learning of Auslan by adults.” 1999. Web. 31 Mar 2020.

Vancouver:

Jeavons MA. A study of some of the factors which influence the second language learning of Auslan by adults. [Internet] [Masters thesis]. University of Melbourne; 1999. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/11343/35542.

Council of Science Editors:

Jeavons MA. A study of some of the factors which influence the second language learning of Auslan by adults. [Masters Thesis]. University of Melbourne; 1999. Available from: http://hdl.handle.net/11343/35542


Macquarie University

13. Smith, Scott Anthony. Beliefs of teachers of Chinese in Australian schools: how teacher perceptions of culture in language teaching impact their interculturality and their teaching of Chinese.

Degree: 2019, Macquarie University

Theoretical thesis.

Bibliography: pages 270-279.

Chapter 1. Introduction  – Chapter 2. Literature review  – Chapter 3. Research methodology  – Chapter 4. Findings from the survey… (more)

Subjects/Keywords: Chinese language  – Study and teaching  – Australia; Language and languages  – Study and teaching  – Australia; teacher beliefs; Chinese as a foreign language; intercultural competence; Quality Teaching Framework

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

APA (6th Edition):

Smith, S. A. (2019). Beliefs of teachers of Chinese in Australian schools: how teacher perceptions of culture in language teaching impact their interculturality and their teaching of Chinese. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1271014

Chicago Manual of Style (16th Edition):

Smith, Scott Anthony. “Beliefs of teachers of Chinese in Australian schools: how teacher perceptions of culture in language teaching impact their interculturality and their teaching of Chinese.” 2019. Doctoral Dissertation, Macquarie University. Accessed March 31, 2020. http://hdl.handle.net/1959.14/1271014.

MLA Handbook (7th Edition):

Smith, Scott Anthony. “Beliefs of teachers of Chinese in Australian schools: how teacher perceptions of culture in language teaching impact their interculturality and their teaching of Chinese.” 2019. Web. 31 Mar 2020.

Vancouver:

Smith SA. Beliefs of teachers of Chinese in Australian schools: how teacher perceptions of culture in language teaching impact their interculturality and their teaching of Chinese. [Internet] [Doctoral dissertation]. Macquarie University; 2019. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.14/1271014.

Council of Science Editors:

Smith SA. Beliefs of teachers of Chinese in Australian schools: how teacher perceptions of culture in language teaching impact their interculturality and their teaching of Chinese. [Doctoral Dissertation]. Macquarie University; 2019. Available from: http://hdl.handle.net/1959.14/1271014


Edith Cowan University

14. Shand, Jennifer. From essay to resumé : a study of writing genre and discursive positioning in senior school English.

Degree: 2011, Edith Cowan University

 In 2004, the Western Australian government signalled its intention to increase the school leaving age from 15 to 17 by 2008 (Carpenter, 2004). During the… (more)

Subjects/Keywords: English language study and teaching; Western Australia.; Creative Writing; Secondary Education and Teaching

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APA (6th Edition):

Shand, J. (2011). From essay to resumé : a study of writing genre and discursive positioning in senior school English. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/465

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

Chicago Manual of Style (16th Edition):

Shand, Jennifer. “From essay to resumé : a study of writing genre and discursive positioning in senior school English.” 2011. Thesis, Edith Cowan University. Accessed March 31, 2020. https://ro.ecu.edu.au/theses/465.

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

MLA Handbook (7th Edition):

Shand, Jennifer. “From essay to resumé : a study of writing genre and discursive positioning in senior school English.” 2011. Web. 31 Mar 2020.

Vancouver:

Shand J. From essay to resumé : a study of writing genre and discursive positioning in senior school English. [Internet] [Thesis]. Edith Cowan University; 2011. [cited 2020 Mar 31]. Available from: https://ro.ecu.edu.au/theses/465.

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

Council of Science Editors:

Shand J. From essay to resumé : a study of writing genre and discursive positioning in senior school English. [Thesis]. Edith Cowan University; 2011. Available from: https://ro.ecu.edu.au/theses/465

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


University of North Texas

15. Zimmerman, Valerie L. V. The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention.

Degree: 2014, University of North Texas

 Behavioral skills training (BST) packages have been successful in increasing change agents’ correct implementation of various procedures. The current study evaluated the effects of a… (more)

Subjects/Keywords: behavioral skills training packages; daycare teachers; toddlers; sign language; Sign language  – Study and teaching (Early childhood); Attention-seeking.; Day care centers  – Employees  – Education.

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

APA (6th Edition):

Zimmerman, V. L. V. (2014). The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799535/

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):

Zimmerman, Valerie L V. “The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention.” 2014. Thesis, University of North Texas. Accessed March 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc799535/.

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

MLA Handbook (7th Edition):

Zimmerman, Valerie L V. “The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention.” 2014. Web. 31 Mar 2020.

Vancouver:

Zimmerman VLV. The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Mar 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799535/.

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

Council of Science Editors:

Zimmerman VLV. The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc799535/

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


Macquarie University

16. Ernist, Signe. French language learning in junior secondary school: student perception, classroom interaction and implications for retention.

Degree: 2017, Macquarie University

Theoretical thesis.

Bibliography: pages 286-305.

1. Introduction  – 2. Literature review  – 3. Methodology  – 4. Results  – 5. Discussion  – 6. Conclusion  – Appendices.… (more)

Subjects/Keywords: Languages, Modern  – Study and teaching  – Australia; French language  – Study and teaching  – Australia; retention in languages; French language teaching and learning; learner perception; fun; classroom interaction; conversation analysis

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

APA (6th Edition):

Ernist, S. (2017). French language learning in junior secondary school: student perception, classroom interaction and implications for retention. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1264831

Chicago Manual of Style (16th Edition):

Ernist, Signe. “French language learning in junior secondary school: student perception, classroom interaction and implications for retention.” 2017. Doctoral Dissertation, Macquarie University. Accessed March 31, 2020. http://hdl.handle.net/1959.14/1264831.

MLA Handbook (7th Edition):

Ernist, Signe. “French language learning in junior secondary school: student perception, classroom interaction and implications for retention.” 2017. Web. 31 Mar 2020.

Vancouver:

Ernist S. French language learning in junior secondary school: student perception, classroom interaction and implications for retention. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.14/1264831.

Council of Science Editors:

Ernist S. French language learning in junior secondary school: student perception, classroom interaction and implications for retention. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1264831


University of Western Sydney

17. Li, Keren. An exploration of student-centred approaches to making Chinese learnable for beginner learners in Australian schools : a bilingual teacher action research project.

Degree: 2016, University of Western Sydney

 This thesis reports an exploration into student-centred approaches to making Chinese learnable for beginning learners in Australian schools, specifically in the Western Sydney Region (WSR).… (more)

Subjects/Keywords: Thesis (M.Ed. (Hons.)) – Western Sydney University, 2016; Chinese language; study and teaching; foreign speakers; Australia

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

APA (6th Edition):

Li, K. (2016). An exploration of student-centred approaches to making Chinese learnable for beginner learners in Australian schools : a bilingual teacher action research project. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:40444

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):

Li, Keren. “An exploration of student-centred approaches to making Chinese learnable for beginner learners in Australian schools : a bilingual teacher action research project.” 2016. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:40444.

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

MLA Handbook (7th Edition):

Li, Keren. “An exploration of student-centred approaches to making Chinese learnable for beginner learners in Australian schools : a bilingual teacher action research project.” 2016. Web. 31 Mar 2020.

Vancouver:

Li K. An exploration of student-centred approaches to making Chinese learnable for beginner learners in Australian schools : a bilingual teacher action research project. [Internet] [Thesis]. University of Western Sydney; 2016. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:40444.

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

Council of Science Editors:

Li K. An exploration of student-centred approaches to making Chinese learnable for beginner learners in Australian schools : a bilingual teacher action research project. [Thesis]. University of Western Sydney; 2016. Available from: http://hdl.handle.net/1959.7/uws:40444

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

18. Barker, Ayrora Fain. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.

Degree: 2016, NC Docks

 Being able to communicate one’s wants and needs is an essential step in typical language development. However, children with diagnosed language delays, which constitute approximately… (more)

Subjects/Keywords: Sign language $x Study and teaching (Early childhood); Language acquisition $x Parent participation; Nonverbal communication in children; Language disorders in children; Toddlers $x Language

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

APA (6th Edition):

Barker, A. F. (2016). The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Barker_uncg_0154D_11878.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):

Barker, Ayrora Fain. “The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.” 2016. Thesis, NC Docks. Accessed March 31, 2020. http://libres.uncg.edu/ir/uncg/f/Barker_uncg_0154D_11878.pdf.

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

MLA Handbook (7th Edition):

Barker, Ayrora Fain. “The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.” 2016. Web. 31 Mar 2020.

Vancouver:

Barker AF. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Mar 31]. Available from: http://libres.uncg.edu/ir/uncg/f/Barker_uncg_0154D_11878.pdf.

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

Council of Science Editors:

Barker AF. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Barker_uncg_0154D_11878.pdf

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

19. Nguyen, Nhung. Key factors affecting work-integrated learning in language teacher education : a multisite case study = Các yếu tố chính ảnh hưởng đến mô hình Học tập Lồng ghép Trải nghiệm Nghề nghiệp trong đào tạo giáo viên ngôn ngữ : Một nghiên cứu điển hình đa vùng.

Degree: 2019, Western Sydney University

 In the relationship between education and production as a perennial issue; work-integrated learning (WIL) is a vehicle intended to bridge theory and practice. This study(more)

Subjects/Keywords: language teachers; in-service training; English language; Chinese language; study and teaching; Australia; Vietnam; Thesis (Ph.D.) – Western Sydney University, 2019

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APA (6th Edition):

Nguyen, N. (2019). Key factors affecting work-integrated learning in language teacher education : a multisite case study = Các yếu tố chính ảnh hưởng đến mô hình Học tập Lồng ghép Trải nghiệm Nghề nghiệp trong đào tạo giáo viên ngôn ngữ : Một nghiên cứu điển hình đa vùng. (Thesis). Western Sydney University. Retrieved from http://hdl.handle.net/1959.7/uws:53270

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):

Nguyen, Nhung. “Key factors affecting work-integrated learning in language teacher education : a multisite case study = Các yếu tố chính ảnh hưởng đến mô hình Học tập Lồng ghép Trải nghiệm Nghề nghiệp trong đào tạo giáo viên ngôn ngữ : Một nghiên cứu điển hình đa vùng.” 2019. Thesis, Western Sydney University. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:53270.

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

MLA Handbook (7th Edition):

Nguyen, Nhung. “Key factors affecting work-integrated learning in language teacher education : a multisite case study = Các yếu tố chính ảnh hưởng đến mô hình Học tập Lồng ghép Trải nghiệm Nghề nghiệp trong đào tạo giáo viên ngôn ngữ : Một nghiên cứu điển hình đa vùng.” 2019. Web. 31 Mar 2020.

Vancouver:

Nguyen N. Key factors affecting work-integrated learning in language teacher education : a multisite case study = Các yếu tố chính ảnh hưởng đến mô hình Học tập Lồng ghép Trải nghiệm Nghề nghiệp trong đào tạo giáo viên ngôn ngữ : Một nghiên cứu điển hình đa vùng. [Internet] [Thesis]. Western Sydney University; 2019. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:53270.

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

Council of Science Editors:

Nguyen N. Key factors affecting work-integrated learning in language teacher education : a multisite case study = Các yếu tố chính ảnh hưởng đến mô hình Học tập Lồng ghép Trải nghiệm Nghề nghiệp trong đào tạo giáo viên ngôn ngữ : Một nghiên cứu điển hình đa vùng. [Thesis]. Western Sydney University; 2019. Available from: http://hdl.handle.net/1959.7/uws:53270

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


Macquarie University

20. Chang, Grace Chu-Lin. Language learning, academic achievement and overseas experience: a sociolinguistic study of Taiwanese students in Australian higher education.

Degree: 2015, Macquarie University

Theoretical thesis.

Bibliography: pages 221-232

Chapter One. Introduction  – Chapter Two. Literature review  – Chapter Three. Methodology  – Chapter Four. Pre-departure language learning trajectories  –… (more)

Subjects/Keywords: Students, Foreign  – Australia; Taiwanese  – Education (Higher)  – Australia; College students  – Australia; English language  – Study and teaching  – Foreign speakers; language learning; international students; higher education

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APA (6th Edition):

Chang, G. C. (2015). Language learning, academic achievement and overseas experience: a sociolinguistic study of Taiwanese students in Australian higher education. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1074900

Chicago Manual of Style (16th Edition):

Chang, Grace Chu-Lin. “Language learning, academic achievement and overseas experience: a sociolinguistic study of Taiwanese students in Australian higher education.” 2015. Doctoral Dissertation, Macquarie University. Accessed March 31, 2020. http://hdl.handle.net/1959.14/1074900.

MLA Handbook (7th Edition):

Chang, Grace Chu-Lin. “Language learning, academic achievement and overseas experience: a sociolinguistic study of Taiwanese students in Australian higher education.” 2015. Web. 31 Mar 2020.

Vancouver:

Chang GC. Language learning, academic achievement and overseas experience: a sociolinguistic study of Taiwanese students in Australian higher education. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.14/1074900.

Council of Science Editors:

Chang GC. Language learning, academic achievement and overseas experience: a sociolinguistic study of Taiwanese students in Australian higher education. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1074900


University of Western Sydney

21. Zhou, Junnan. Professional knowledge development of bilingual teacher-researchers : a self-study of making Chinese learnable.

Degree: 2016, University of Western Sydney

 This study focuses on the potential effects of self-study on the professional knowledge development of a bilingual teacher-researcher at the beginning of her career. To… (more)

Subjects/Keywords: Chinese language; study and teaching; foreign speakers; Australia; teaching; research; Thesis (M.Ed. (Hons.)) – Western Sydney University, 2016

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

APA (6th Edition):

Zhou, J. (2016). Professional knowledge development of bilingual teacher-researchers : a self-study of making Chinese learnable. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:40833

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):

Zhou, Junnan. “Professional knowledge development of bilingual teacher-researchers : a self-study of making Chinese learnable.” 2016. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:40833.

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

MLA Handbook (7th Edition):

Zhou, Junnan. “Professional knowledge development of bilingual teacher-researchers : a self-study of making Chinese learnable.” 2016. Web. 31 Mar 2020.

Vancouver:

Zhou J. Professional knowledge development of bilingual teacher-researchers : a self-study of making Chinese learnable. [Internet] [Thesis]. University of Western Sydney; 2016. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:40833.

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

Council of Science Editors:

Zhou J. Professional knowledge development of bilingual teacher-researchers : a self-study of making Chinese learnable. [Thesis]. University of Western Sydney; 2016. Available from: http://hdl.handle.net/1959.7/uws:40833

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


University of Western Sydney

22. Liu, Qian. A path to professional knowledge and identity building : self study of a native Chinese language two teacher in Western Sydney schools.

Degree: 2013, University of Western Sydney

 This thesis focuses on the development of my professional knowledge, practice and identity as a teacher in Western Sydney primary schools of unique status. It… (more)

Subjects/Keywords: Thesis (M.Ed. (Hons.)) – University of Western Sydney, 2013; teachers, training of; teaching; Chinese language; study and teaching; mentoring in education; Australia

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APA (6th Edition):

Liu, Q. (2013). A path to professional knowledge and identity building : self study of a native Chinese language two teacher in Western Sydney schools. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/536270

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):

Liu, Qian. “A path to professional knowledge and identity building : self study of a native Chinese language two teacher in Western Sydney schools.” 2013. Thesis, University of Western Sydney. Accessed March 31, 2020. http://handle.uws.edu.au:8081/1959.7/536270.

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

MLA Handbook (7th Edition):

Liu, Qian. “A path to professional knowledge and identity building : self study of a native Chinese language two teacher in Western Sydney schools.” 2013. Web. 31 Mar 2020.

Vancouver:

Liu Q. A path to professional knowledge and identity building : self study of a native Chinese language two teacher in Western Sydney schools. [Internet] [Thesis]. University of Western Sydney; 2013. [cited 2020 Mar 31]. Available from: http://handle.uws.edu.au:8081/1959.7/536270.

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

Council of Science Editors:

Liu Q. A path to professional knowledge and identity building : self study of a native Chinese language two teacher in Western Sydney schools. [Thesis]. University of Western Sydney; 2013. Available from: http://handle.uws.edu.au:8081/1959.7/536270

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


University of Western Sydney

23. Shi, Jie. Criteria for teaching/learning resource selection : facilitating teachers of Chinese to work with English-speaking learners.

Degree: 2014, University of Western Sydney

Teaching/learning resource selection is an important aspect of teaching and learning activities, which can largely decide what and how teachers teach and what students learn.… (more)

Subjects/Keywords: Chinese language; Mandarin dialects; study and teaching; teaching resources; English speakers; Australia; Thesis (M.Ed. (Hons.)) – University of Western Sydney, 2014

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APA (6th Edition):

Shi, J. (2014). Criteria for teaching/learning resource selection : facilitating teachers of Chinese to work with English-speaking learners. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:32138

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):

Shi, Jie. “Criteria for teaching/learning resource selection : facilitating teachers of Chinese to work with English-speaking learners.” 2014. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:32138.

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

MLA Handbook (7th Edition):

Shi, Jie. “Criteria for teaching/learning resource selection : facilitating teachers of Chinese to work with English-speaking learners.” 2014. Web. 31 Mar 2020.

Vancouver:

Shi J. Criteria for teaching/learning resource selection : facilitating teachers of Chinese to work with English-speaking learners. [Internet] [Thesis]. University of Western Sydney; 2014. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:32138.

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

Council of Science Editors:

Shi J. Criteria for teaching/learning resource selection : facilitating teachers of Chinese to work with English-speaking learners. [Thesis]. University of Western Sydney; 2014. Available from: http://hdl.handle.net/1959.7/uws:32138

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


University of Western Sydney

24. Fu, Ningning. Digital storytelling for non-background learners of Chinese : a case study of a primary school in Australia.

Degree: 2018, University of Western Sydney

 With the proliferation of technology, digital storytelling has become a popular strategy used in the second language learning classroom. Despite its widely cited benefits, digital… (more)

Subjects/Keywords: Chinese language; digital storytelling; second language acquisition; study and teaching (primary); Australia; Thesis (M.Phil.) – Western Sydney University, 2018

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APA (6th Edition):

Fu, N. (2018). Digital storytelling for non-background learners of Chinese : a case study of a primary school in Australia. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:50879

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):

Fu, Ningning. “Digital storytelling for non-background learners of Chinese : a case study of a primary school in Australia.” 2018. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:50879.

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

MLA Handbook (7th Edition):

Fu, Ningning. “Digital storytelling for non-background learners of Chinese : a case study of a primary school in Australia.” 2018. Web. 31 Mar 2020.

Vancouver:

Fu N. Digital storytelling for non-background learners of Chinese : a case study of a primary school in Australia. [Internet] [Thesis]. University of Western Sydney; 2018. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:50879.

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

Council of Science Editors:

Fu N. Digital storytelling for non-background learners of Chinese : a case study of a primary school in Australia. [Thesis]. University of Western Sydney; 2018. Available from: http://hdl.handle.net/1959.7/uws:50879

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


University of Western Sydney

25. Darmawan, Jenny. The development of tense and aspect in English L2 in Chinese older migrants in Australia.

Degree: 2018, University of Western Sydney

 This study investigates the development of tense and aspect (TA) in English L2 in Chinese L1 older migrants in Australia within a Processability Theory (PT)… (more)

Subjects/Keywords: English language; tense; aspect; study and teaching; Chinese speakers; Chinese; second language acquisition; Australia; Thesis (M.Res.) – Western Sydney University, 2018

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APA (6th Edition):

Darmawan, J. (2018). The development of tense and aspect in English L2 in Chinese older migrants in Australia. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:49938

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):

Darmawan, Jenny. “The development of tense and aspect in English L2 in Chinese older migrants in Australia.” 2018. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:49938.

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

MLA Handbook (7th Edition):

Darmawan, Jenny. “The development of tense and aspect in English L2 in Chinese older migrants in Australia.” 2018. Web. 31 Mar 2020.

Vancouver:

Darmawan J. The development of tense and aspect in English L2 in Chinese older migrants in Australia. [Internet] [Thesis]. University of Western Sydney; 2018. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:49938.

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

Council of Science Editors:

Darmawan J. The development of tense and aspect in English L2 in Chinese older migrants in Australia. [Thesis]. University of Western Sydney; 2018. Available from: http://hdl.handle.net/1959.7/uws:49938

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


University of Western Sydney

26. Aboultaif, Ronda. Lebanese Arabic listeners' perception of Australian English vowels.

Degree: 2016, University of Western Sydney

 Second language (L2) learning involves more than simply understanding the grammar or writing system of a new language; it also requires the acquisition of a… (more)

Subjects/Keywords: Thesis (M.Res.) – Western Sydney University, 2016; English language; study and teaching; vowels; Arabic speakers; second language acquisition; speech perception; Australia

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APA (6th Edition):

Aboultaif, R. (2016). Lebanese Arabic listeners' perception of Australian English vowels. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:41013

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):

Aboultaif, Ronda. “Lebanese Arabic listeners' perception of Australian English vowels.” 2016. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:41013.

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

MLA Handbook (7th Edition):

Aboultaif, Ronda. “Lebanese Arabic listeners' perception of Australian English vowels.” 2016. Web. 31 Mar 2020.

Vancouver:

Aboultaif R. Lebanese Arabic listeners' perception of Australian English vowels. [Internet] [Thesis]. University of Western Sydney; 2016. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:41013.

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

Council of Science Editors:

Aboultaif R. Lebanese Arabic listeners' perception of Australian English vowels. [Thesis]. University of Western Sydney; 2016. Available from: http://hdl.handle.net/1959.7/uws:41013

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


University of Western Sydney

27. Li, Ling. Exploring the association memory method to make Chinese learnable for beginning learners in Australian schools : a novice Mandarin teacher's collaborative action research.

Degree: 2016, University of Western Sydney

 Improving learning efficiency of Chinese and making Chinese learning easier have been two of the most difficult issues in front of every Chinese language teacher… (more)

Subjects/Keywords: Chinese language; study and teaching; language and languages; Australia; Thesis (M.Ed. (Hons.)) – Western Sydney University, 2016

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APA (6th Edition):

Li, L. (2016). Exploring the association memory method to make Chinese learnable for beginning learners in Australian schools : a novice Mandarin teacher's collaborative action research. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:37933

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):

Li, Ling. “Exploring the association memory method to make Chinese learnable for beginning learners in Australian schools : a novice Mandarin teacher's collaborative action research.” 2016. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:37933.

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

MLA Handbook (7th Edition):

Li, Ling. “Exploring the association memory method to make Chinese learnable for beginning learners in Australian schools : a novice Mandarin teacher's collaborative action research.” 2016. Web. 31 Mar 2020.

Vancouver:

Li L. Exploring the association memory method to make Chinese learnable for beginning learners in Australian schools : a novice Mandarin teacher's collaborative action research. [Internet] [Thesis]. University of Western Sydney; 2016. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:37933.

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

Council of Science Editors:

Li L. Exploring the association memory method to make Chinese learnable for beginning learners in Australian schools : a novice Mandarin teacher's collaborative action research. [Thesis]. University of Western Sydney; 2016. Available from: http://hdl.handle.net/1959.7/uws:37933

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


University of Western Sydney

28. Shi, Jia. Opening all your senses : an exploration of the multimodal approach to engage students' learning of Chinese as a foreign language.

Degree: 2017, University of Western Sydney

 This study explores how to use multimodal approaches to engage students in learning Chinese as a foreign language in Australian schools. It includes exploration of… (more)

Subjects/Keywords: Chinese language; English speakers; study and teaching; second language acquisition; educational technology; Australia; Thesis (M.Phil. (Ed.Res.)) – Western Sydney University, 2017

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

APA (6th Edition):

Shi, J. (2017). Opening all your senses : an exploration of the multimodal approach to engage students' learning of Chinese as a foreign language. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:45453

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):

Shi, Jia. “Opening all your senses : an exploration of the multimodal approach to engage students' learning of Chinese as a foreign language.” 2017. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:45453.

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

MLA Handbook (7th Edition):

Shi, Jia. “Opening all your senses : an exploration of the multimodal approach to engage students' learning of Chinese as a foreign language.” 2017. Web. 31 Mar 2020.

Vancouver:

Shi J. Opening all your senses : an exploration of the multimodal approach to engage students' learning of Chinese as a foreign language. [Internet] [Thesis]. University of Western Sydney; 2017. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:45453.

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

Council of Science Editors:

Shi J. Opening all your senses : an exploration of the multimodal approach to engage students' learning of Chinese as a foreign language. [Thesis]. University of Western Sydney; 2017. Available from: http://hdl.handle.net/1959.7/uws:45453

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


University of Western Sydney

29. Dai, Siyu. An exploration of task-based approach to making Chinese learnable : a teacher-research action project.

Degree: 2015, University of Western Sydney

 This research focuses on the exploration of a suitable task-based language teaching (TBLT) approach to make Mandarin learnable. A qualitative action research is designed to… (more)

Subjects/Keywords: Chinese language; Mandarin dialects; study and teaching; second language acquisition; Australia; Thesis (M.Ed. (Hons.)) – University of Western Sydney, 2015

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

APA (6th Edition):

Dai, S. (2015). An exploration of task-based approach to making Chinese learnable : a teacher-research action project. (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:32078

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):

Dai, Siyu. “An exploration of task-based approach to making Chinese learnable : a teacher-research action project.” 2015. Thesis, University of Western Sydney. Accessed March 31, 2020. http://hdl.handle.net/1959.7/uws:32078.

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

MLA Handbook (7th Edition):

Dai, Siyu. “An exploration of task-based approach to making Chinese learnable : a teacher-research action project.” 2015. Web. 31 Mar 2020.

Vancouver:

Dai S. An exploration of task-based approach to making Chinese learnable : a teacher-research action project. [Internet] [Thesis]. University of Western Sydney; 2015. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1959.7/uws:32078.

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

Council of Science Editors:

Dai S. An exploration of task-based approach to making Chinese learnable : a teacher-research action project. [Thesis]. University of Western Sydney; 2015. Available from: http://hdl.handle.net/1959.7/uws:32078

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


University of Western Sydney

30. Weng, Yi. Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools.

Degree: 2011, University of Western Sydney

 This research reports on an exploration of the "funds of linguistic and cultural knowledge" in a Chinese community, with the purpose of building school/community partnership… (more)

Subjects/Keywords: Master of Education (Hons); Chinese language; study and teaching; English speakers; Mandarin dialects; second language acquisition; community and school; Australia

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

APA (6th Edition):

Weng, Y. (2011). Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/499732

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):

Weng, Yi. “Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools.” 2011. Thesis, University of Western Sydney. Accessed March 31, 2020. http://handle.uws.edu.au:8081/1959.7/499732.

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

MLA Handbook (7th Edition):

Weng, Yi. “Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools.” 2011. Web. 31 Mar 2020.

Vancouver:

Weng Y. Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools. [Internet] [Thesis]. University of Western Sydney; 2011. [cited 2020 Mar 31]. Available from: http://handle.uws.edu.au:8081/1959.7/499732.

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

Council of Science Editors:

Weng Y. Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools. [Thesis]. University of Western Sydney; 2011. Available from: http://handle.uws.edu.au:8081/1959.7/499732

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

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