Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(academic language proficiency). Showing records 1 – 30 of 44 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

Levels

Country

▼ Search Limiters


University of the Western Cape

1. Joseph, Damilola Ibiwumi. A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) .

Degree: 2015, University of the Western Cape

 In South Africa's educational system, many learners' academic literacy is substantially affected by the multi-language background and its inconsiderate language policies. From time to time,… (more)

Subjects/Keywords: Translanguaging; Academic literacy; Bilingual students; Language proficiency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Joseph, D. I. (2015). A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5142

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):

Joseph, Damilola Ibiwumi. “A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) .” 2015. Thesis, University of the Western Cape. Accessed June 16, 2019. http://hdl.handle.net/11394/5142.

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

MLA Handbook (7th Edition):

Joseph, Damilola Ibiwumi. “A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) .” 2015. Web. 16 Jun 2019.

Vancouver:

Joseph DI. A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/11394/5142.

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

Council of Science Editors:

Joseph DI. A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5142

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


University of the Western Cape

2. Arendse, Danille. Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups .

Degree: 2009, University of the Western Cape

 The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in… (more)

Subjects/Keywords: Language policy; Language proficiency; Cognitive academic language proficiency; Bilingual education; Test adaptation; Language testing; Bias; Structural equivalence; Factor analysis

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Arendse, D. (2009). Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/1564

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):

Arendse, Danille. “Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups .” 2009. Thesis, University of the Western Cape. Accessed June 16, 2019. http://hdl.handle.net/11394/1564.

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

MLA Handbook (7th Edition):

Arendse, Danille. “Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups .” 2009. Web. 16 Jun 2019.

Vancouver:

Arendse D. Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups . [Internet] [Thesis]. University of the Western Cape; 2009. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/11394/1564.

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

Council of Science Editors:

Arendse D. Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups . [Thesis]. University of the Western Cape; 2009. Available from: http://hdl.handle.net/11394/1564

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


University of Arizona

3. Cervantes-Kelly, Maria Dolores. Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency .

Degree: 2010, University of Arizona

 This mixed-method study investigated how and to what extent direct instruction in Spanish-English translation and interpretation affects the acquisition of academic language proficiency in both… (more)

Subjects/Keywords: academic language proficiency; bilingual education; heritage language learners; interpretation; minority language students; translation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cervantes-Kelly, M. D. (2010). Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195428

Chicago Manual of Style (16th Edition):

Cervantes-Kelly, Maria Dolores. “Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency .” 2010. Doctoral Dissertation, University of Arizona. Accessed June 16, 2019. http://hdl.handle.net/10150/195428.

MLA Handbook (7th Edition):

Cervantes-Kelly, Maria Dolores. “Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency .” 2010. Web. 16 Jun 2019.

Vancouver:

Cervantes-Kelly MD. Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10150/195428.

Council of Science Editors:

Cervantes-Kelly MD. Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195428


University of Gothenburg / Göteborgs Universitet

4. Olsson, Eva. On the impact of extramural English and CLIL on productive vocabulary.

Degree: 2016, University of Gothenburg / Göteborgs Universitet

 In this thesis, the possible impact of English encountered and used in two different contexts – in content and language integrated learning (CLIL) and through… (more)

Subjects/Keywords: extramural English; CLIL; writing proficiency; academic vocabulary; second language acquisition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Olsson, E. (2016). On the impact of extramural English and CLIL on productive vocabulary. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/41359

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):

Olsson, Eva. “On the impact of extramural English and CLIL on productive vocabulary.” 2016. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed June 16, 2019. http://hdl.handle.net/2077/41359.

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

MLA Handbook (7th Edition):

Olsson, Eva. “On the impact of extramural English and CLIL on productive vocabulary.” 2016. Web. 16 Jun 2019.

Vancouver:

Olsson E. On the impact of extramural English and CLIL on productive vocabulary. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2016. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2077/41359.

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

Council of Science Editors:

Olsson E. On the impact of extramural English and CLIL on productive vocabulary. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2016. Available from: http://hdl.handle.net/2077/41359

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


University of KwaZulu-Natal

5. Tchatchoueng, Joseph. Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.

Degree: Education, 2014, University of KwaZulu-Natal

 This qualitative case study was carried out in the School of Education, Edgewood Campus, at the University of KwaZulu-Natal (UKZN), South Africa. The study had… (more)

Subjects/Keywords: Education.; Language proficiency.; Academic institutional support.; Higher education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tchatchoueng, J. (2014). Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/11434

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):

Tchatchoueng, Joseph. “Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.” 2014. Thesis, University of KwaZulu-Natal. Accessed June 16, 2019. http://hdl.handle.net/10413/11434.

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

MLA Handbook (7th Edition):

Tchatchoueng, Joseph. “Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.” 2014. Web. 16 Jun 2019.

Vancouver:

Tchatchoueng J. Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences. [Internet] [Thesis]. University of KwaZulu-Natal; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10413/11434.

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

Council of Science Editors:

Tchatchoueng J. Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences. [Thesis]. University of KwaZulu-Natal; 2014. Available from: http://hdl.handle.net/10413/11434

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


Wayne State University

6. Anam, Alfadley A. The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency.

Degree: PhD, Curriculum and Instruction, 2010, Wayne State University

  The purpose of this study is to examine the following the relationships between: 1) formal education (adequate and limited) in the Arabic language and… (more)

Subjects/Keywords: academic achievement; attitudes towards L1 and L2; first language proficiency; formal education in L1; native language proficiency; Second language proficiency; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Anam, A. A. (2010). The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/75

Chicago Manual of Style (16th Edition):

Anam, Alfadley A. “The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency.” 2010. Doctoral Dissertation, Wayne State University. Accessed June 16, 2019. https://digitalcommons.wayne.edu/oa_dissertations/75.

MLA Handbook (7th Edition):

Anam, Alfadley A. “The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency.” 2010. Web. 16 Jun 2019.

Vancouver:

Anam AA. The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Jun 16]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/75.

Council of Science Editors:

Anam AA. The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/75


North-West University

7. Ayonghe, Lum Suzanne. Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe.

Degree: 2009, North-West University

 The purpose of this study was to examine the role that the use of subtitling can play as an aid in academic literacy (AL) programmes,… (more)

Subjects/Keywords: Academic literacy; Academic language proficiency; Language policy; English as a second language; English as a foreign language; Subtitling

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ayonghe, L. S. (2009). Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4760

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):

Ayonghe, Lum Suzanne. “Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. ” 2009. Thesis, North-West University. Accessed June 16, 2019. http://hdl.handle.net/10394/4760.

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

MLA Handbook (7th Edition):

Ayonghe, Lum Suzanne. “Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. ” 2009. Web. 16 Jun 2019.

Vancouver:

Ayonghe LS. Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. [Internet] [Thesis]. North-West University; 2009. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10394/4760.

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

Council of Science Editors:

Ayonghe LS. Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/4760

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


University of South Africa

8. Charamba, Erasmos. Language as a contributing factor to the academic performance of Southern Sesotho Physics learners.

Degree: 2017, University of South Africa

Language is a crucial means of gaining comprehension of Physics content as well as providing correct answers to Physics questions and explanations of Physics phenomena.… (more)

Subjects/Keywords: Home language; Language of instruction; Academic language; Proficiency; Multilingualism; Translanguaging; Physics education; Academic achievement; Language acquisition; Monolingual; Assessment; Southern Sesotho

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Charamba, E. (2017). Language as a contributing factor to the academic performance of Southern Sesotho Physics learners. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23453

Chicago Manual of Style (16th Edition):

Charamba, Erasmos. “Language as a contributing factor to the academic performance of Southern Sesotho Physics learners.” 2017. Doctoral Dissertation, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/23453.

MLA Handbook (7th Edition):

Charamba, Erasmos. “Language as a contributing factor to the academic performance of Southern Sesotho Physics learners.” 2017. Web. 16 Jun 2019.

Vancouver:

Charamba E. Language as a contributing factor to the academic performance of Southern Sesotho Physics learners. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/23453.

Council of Science Editors:

Charamba E. Language as a contributing factor to the academic performance of Southern Sesotho Physics learners. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23453


University of South Africa

9. Zisanhi, Daniel. Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators .

Degree: 2013, University of South Africa

 This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African… (more)

Subjects/Keywords: Language proficiency; Technical and non technical language; Language acquisition; Multilingualism; Code switching; Basic interpersonal communication skills; Cognitive academic language proficiency; Learning principles

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zisanhi, D. (2013). Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13905

Chicago Manual of Style (16th Edition):

Zisanhi, Daniel. “Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators .” 2013. Masters Thesis, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/13905.

MLA Handbook (7th Edition):

Zisanhi, Daniel. “Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators .” 2013. Web. 16 Jun 2019.

Vancouver:

Zisanhi D. Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/13905.

Council of Science Editors:

Zisanhi D. Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13905


North-West University

10. Mhlongo, Goodfriday Johannes. The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo .

Degree: 2014, North-West University

 There has been growing concern in the higher education sector in South Africa about the high number of students with low academic literacy (AL) levels… (more)

Subjects/Keywords: Literacy; Academic literacy; Academic language proficiency; Higher education; Tertiary education; Academic reading; Academic writing; English as a second language; English as an additional language; English for academic purposes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mhlongo, G. J. (2014). The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/13174

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):

Mhlongo, Goodfriday Johannes. “The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo .” 2014. Thesis, North-West University. Accessed June 16, 2019. http://hdl.handle.net/10394/13174.

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

MLA Handbook (7th Edition):

Mhlongo, Goodfriday Johannes. “The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo .” 2014. Web. 16 Jun 2019.

Vancouver:

Mhlongo GJ. The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo . [Internet] [Thesis]. North-West University; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10394/13174.

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

Council of Science Editors:

Mhlongo GJ. The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/13174

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


University of the Western Cape

11. Akinyeye, Caroline Modupe. Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria .

Degree: 2015, University of the Western Cape

 Nigeria is one of the most multilingual nations in Africa which consists of over 450 languages (Adegbija, 2004; Danladi, 2013). It has a population of… (more)

Subjects/Keywords: Cognitive Academic Language Proficiency (CALP); Junior Secondary School (JSS); Writing; English; Nigeria

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Akinyeye, C. M. (2015). Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5089

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):

Akinyeye, Caroline Modupe. “Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria .” 2015. Thesis, University of the Western Cape. Accessed June 16, 2019. http://hdl.handle.net/11394/5089.

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

MLA Handbook (7th Edition):

Akinyeye, Caroline Modupe. “Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria .” 2015. Web. 16 Jun 2019.

Vancouver:

Akinyeye CM. Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/11394/5089.

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

Council of Science Editors:

Akinyeye CM. Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5089

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


University of South Africa

12. Niyibizi, Epimaque. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .

Degree: 2010, University of South Africa

 This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is implemented in Kigali City’s nursery and primary schools in terms… (more)

Subjects/Keywords: Language policy; Mother tongue; Bilingualism; Medium of instruction; Cognitive Academic Language Proficiency; Additional languages; Basic Interpersonal Communicative Skills; Trilingualism; Multilingualism; Rwanda

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Niyibizi, E. (2010). An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3720

Chicago Manual of Style (16th Edition):

Niyibizi, Epimaque. “An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .” 2010. Masters Thesis, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/3720.

MLA Handbook (7th Edition):

Niyibizi, Epimaque. “An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .” 2010. Web. 16 Jun 2019.

Vancouver:

Niyibizi E. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/3720.

Council of Science Editors:

Niyibizi E. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3720


University of Central Florida

13. Soong, Maria Jose. Tier I Rti For English Language Learners With Language Deficits.

Degree: 2012, University of Central Florida

 Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI).… (more)

Subjects/Keywords: English language learner; ell; english as a second language; esl; response to intervention; rti; language proficiency; language deficit; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Soong, M. J. (2012). Tier I Rti For English Language Learners With Language Deficits. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2320

Chicago Manual of Style (16th Edition):

Soong, Maria Jose. “Tier I Rti For English Language Learners With Language Deficits.” 2012. Doctoral Dissertation, University of Central Florida. Accessed June 16, 2019. https://stars.library.ucf.edu/etd/2320.

MLA Handbook (7th Edition):

Soong, Maria Jose. “Tier I Rti For English Language Learners With Language Deficits.” 2012. Web. 16 Jun 2019.

Vancouver:

Soong MJ. Tier I Rti For English Language Learners With Language Deficits. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2019 Jun 16]. Available from: https://stars.library.ucf.edu/etd/2320.

Council of Science Editors:

Soong MJ. Tier I Rti For English Language Learners With Language Deficits. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2320

14. Grigorenko, Margaret. Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?.

Degree: Master of Education (M.Ed.), Education Department, 2005, Cedarville University

 Cognitive/Academic Language Proficiency (CALP) is a construct developed by linguists that distinguishes everyday conversational language and language used in literature and on academic tests. The… (more)

Subjects/Keywords: Achievement Tests; Intermediate Grades; Proficiency Test; Cognitive Academic Language Proficiency; Language Proficiency; Verbal ability; Low achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grigorenko, M. (2005). Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?. (Masters Thesis). Cedarville University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990

Chicago Manual of Style (16th Edition):

Grigorenko, Margaret. “Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?.” 2005. Masters Thesis, Cedarville University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990.

MLA Handbook (7th Edition):

Grigorenko, Margaret. “Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?.” 2005. Web. 16 Jun 2019.

Vancouver:

Grigorenko M. Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?. [Internet] [Masters thesis]. Cedarville University; 2005. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990.

Council of Science Editors:

Grigorenko M. Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?. [Masters Thesis]. Cedarville University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990


Kennesaw State University

15. Baker, Margaret E. D. A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  To comply with federal accountability requirements, English learners (ELs) in Georgia must demonstrate progress in academic English language proficiency (ELP) and academic content-area achievement… (more)

Subjects/Keywords: academic achievement; assessment; critical theory; NCLB; elementary English learners; English language proficiency; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baker, M. E. D. (2011). A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/474

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):

Baker, Margaret E D. “A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement.” 2011. Thesis, Kennesaw State University. Accessed June 16, 2019. https://digitalcommons.kennesaw.edu/etd/474.

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

MLA Handbook (7th Edition):

Baker, Margaret E D. “A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement.” 2011. Web. 16 Jun 2019.

Vancouver:

Baker MED. A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Jun 16]. Available from: https://digitalcommons.kennesaw.edu/etd/474.

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

Council of Science Editors:

Baker MED. A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/474

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

16. Andrea Jessica Borges Monzón. Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação.

Degree: 2008, Universidade Federal de São Carlos

Como o inglês é a língua franca da ciência e da comunidade acadêmica, a proficiência em tal idioma se faz necessária a quem está neste… (more)

Subjects/Keywords: Língua estrangeira - avaliação; Proficiência; Avaliação automática; Gênero textual; Avaliação em LE; LINGUISTICA; Foreign language evaluation; Proficiency exam; Automatic evaluation; Academic genre

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Monzón, A. J. B. (2008). Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2292

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):

Monzón, Andrea Jessica Borges. “Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação.” 2008. Thesis, Universidade Federal de São Carlos. Accessed June 16, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2292.

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

MLA Handbook (7th Edition):

Monzón, Andrea Jessica Borges. “Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação.” 2008. Web. 16 Jun 2019.

Vancouver:

Monzón AJB. Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação. [Internet] [Thesis]. Universidade Federal de São Carlos; 2008. [cited 2019 Jun 16]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2292.

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

Council of Science Editors:

Monzón AJB. Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação. [Thesis]. Universidade Federal de São Carlos; 2008. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2292

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


University of South Africa

17. Venzke, Shirley. The relationship between proficiency in English, Grade 12 English results and the academic success of first year students .

Degree: 2009, University of South Africa

 This research investigated the possible correlation between English proficiency and academic success in Internal Auditing 1 of learners registered at the Vaal Triangle Technikon. Acquisition… (more)

Subjects/Keywords: Second language; Second language learning; Language proficiency; Language of instruction; Academic success

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Venzke, S. (2009). The relationship between proficiency in English, Grade 12 English results and the academic success of first year students . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1019

Chicago Manual of Style (16th Edition):

Venzke, Shirley. “The relationship between proficiency in English, Grade 12 English results and the academic success of first year students .” 2009. Masters Thesis, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/1019.

MLA Handbook (7th Edition):

Venzke, Shirley. “The relationship between proficiency in English, Grade 12 English results and the academic success of first year students .” 2009. Web. 16 Jun 2019.

Vancouver:

Venzke S. The relationship between proficiency in English, Grade 12 English results and the academic success of first year students . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/1019.

Council of Science Editors:

Venzke S. The relationship between proficiency in English, Grade 12 English results and the academic success of first year students . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1019


University of Arkansas

18. Yu, Lu. Effects of Intervention on Self-Regulated Learning for Second Language Learners.

Degree: PhD, 2015, University of Arkansas

  The purposes of the study were to investigate the process of self-regulated learning and the effects of an intervention program on self-regulated learning designed… (more)

Subjects/Keywords: Education; Academic motivation; English as a second language; Language learning strategy; Second language proficiency; Self-regulated learning; Self regulation training; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yu, L. (2015). Effects of Intervention on Self-Regulated Learning for Second Language Learners. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1229

Chicago Manual of Style (16th Edition):

Yu, Lu. “Effects of Intervention on Self-Regulated Learning for Second Language Learners.” 2015. Doctoral Dissertation, University of Arkansas. Accessed June 16, 2019. https://scholarworks.uark.edu/etd/1229.

MLA Handbook (7th Edition):

Yu, Lu. “Effects of Intervention on Self-Regulated Learning for Second Language Learners.” 2015. Web. 16 Jun 2019.

Vancouver:

Yu L. Effects of Intervention on Self-Regulated Learning for Second Language Learners. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Jun 16]. Available from: https://scholarworks.uark.edu/etd/1229.

Council of Science Editors:

Yu L. Effects of Intervention on Self-Regulated Learning for Second Language Learners. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1229


University of South Africa

19. Lendrum, Julie-Ann. Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts.

Degree: 2014, University of South Africa

 In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their… (more)

Subjects/Keywords: English Second Language students; Academic performance; English language proficiency; English reading ability; Submersion contexts; Primary school learners; Content and language integrated learning; Bilingualism; Multilingualism; Linguistic interdependence; Bilingual teaching; Multilingual teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lendrum, J. (2014). Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19009

Chicago Manual of Style (16th Edition):

Lendrum, Julie-Ann. “Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts.” 2014. Masters Thesis, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/19009.

MLA Handbook (7th Edition):

Lendrum, Julie-Ann. “Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts.” 2014. Web. 16 Jun 2019.

Vancouver:

Lendrum J. Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/19009.

Council of Science Editors:

Lendrum J. Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19009


University of South Africa

20. Snelgar, Elizabeth Claire Gien. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .

Degree: 2010, University of South Africa

 Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual… (more)

Subjects/Keywords: Learner; Limited English proficiency (LEP); English language learner (ELL); First Language (FL); Second language (L2); First Language acquisition (FLA); Second language acquisition (SLA); Second language learners (SLL); Target language (TL); Limited language proficiency (LLP) hidden comprehension deficit (HCD); Reading specific comprehension deficit (SCD); Comprehension deficit (CD); Specific comprehension levels (SCL) basic interpersonal communication skills (BICS); Cognitive academic language proficiency (CALP); Literacy skill; Rapid automatic naming (RAN); Phonemic awareness (PA); Inclusive education; Barriers to learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Snelgar, E. C. G. (2010). Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4815

Chicago Manual of Style (16th Edition):

Snelgar, Elizabeth Claire Gien. “Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .” 2010. Masters Thesis, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/4815.

MLA Handbook (7th Edition):

Snelgar, Elizabeth Claire Gien. “Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy .” 2010. Web. 16 Jun 2019.

Vancouver:

Snelgar ECG. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/4815.

Council of Science Editors:

Snelgar ECG. Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4815


University of the Western Cape

21. Ismail, Ghouwa. Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers .

Degree: 2010, University of the Western Cape

 In the majority of the schools in South Africa (SA), learners commence education in English. This English milieu poses a considerable challenge for English second-language(more)

Subjects/Keywords: Verbal Analogies Scale; Differential item functioning; Woodcock Muñoz Language Survey; Bilingualism; Cognitive academic language proficiency; Threshold theory; Verbal reasoning; Bias and equivalence theory; Secondary data analysis; Exploratory factor analysis

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ismail, G. (2010). Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2309

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):

Ismail, Ghouwa. “Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers .” 2010. Thesis, University of the Western Cape. Accessed June 16, 2019. http://hdl.handle.net/11394/2309.

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

MLA Handbook (7th Edition):

Ismail, Ghouwa. “Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers .” 2010. Web. 16 Jun 2019.

Vancouver:

Ismail G. Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/11394/2309.

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

Council of Science Editors:

Ismail G. Towards establishing the equivalence of the English version of the verbal analogies scale of the Woodcock Munuz Language Survey across English and Xhosa first language speakers . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2309

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


University of South Africa

22. Mabiletja, Matome Meriam. An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo Province .

Degree: 2009, University of South Africa

 The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by… (more)

Subjects/Keywords: Language policy; Language proficiency; Language practice; Language preference; Language in education; Academic achievement; Multilingual education; Bilingual models; African languages; Language attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mabiletja, M. M. (2009). An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/2073

Chicago Manual of Style (16th Edition):

Mabiletja, Matome Meriam. “An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo Province .” 2009. Masters Thesis, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/2073.

MLA Handbook (7th Edition):

Mabiletja, Matome Meriam. “An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo Province .” 2009. Web. 16 Jun 2019.

Vancouver:

Mabiletja MM. An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo Province . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/2073.

Council of Science Editors:

Mabiletja MM. An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo Province . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/2073

23. Izawa, Sayaka. O percurso escolar dos filhos de decasséguis brasileiros retornados.

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

Este estudo investiga o sucesso no processo de bilinguismo português/japonês de seis jovens retornados do Japão. Como sucesso no bilinguismo, entendemos pelo caso em que… (more)

Subjects/Keywords: Academic Linguistic Proficiency (ALP); ALP; Aquisição/aprendizagem de segunda língua; Decasséguis; Dekasseguis; Formal support network; Proficiência Linguística Acadêmica; Rede de apoio institucional; Retornados; Returned; Second-language learning/acquisition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Izawa, S. (2015). O percurso escolar dos filhos de decasséguis brasileiros retornados. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8157/tde-19102015-130134/ ;

Chicago Manual of Style (16th Edition):

Izawa, Sayaka. “O percurso escolar dos filhos de decasséguis brasileiros retornados.” 2015. Masters Thesis, University of São Paulo. Accessed June 16, 2019. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-19102015-130134/ ;.

MLA Handbook (7th Edition):

Izawa, Sayaka. “O percurso escolar dos filhos de decasséguis brasileiros retornados.” 2015. Web. 16 Jun 2019.

Vancouver:

Izawa S. O percurso escolar dos filhos de decasséguis brasileiros retornados. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2019 Jun 16]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8157/tde-19102015-130134/ ;.

Council of Science Editors:

Izawa S. O percurso escolar dos filhos de decasséguis brasileiros retornados. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/8/8157/tde-19102015-130134/ ;


University of the Western Cape

24. Roomaney, Rizwana. Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale .

Degree: 2010, University of the Western Cape

 This study formed part of a larger project that is concerned with the adaptation of a test of cognitive academic language proficiency, the Woodcock Muñoz… (more)

Subjects/Keywords: Verbal Analogies Scale; bilingualism; cognitive academic language proficiency; verbal reasoning; bias and equivalence theory; differential item functioning; exploratory factor analysis; logistic regression; Mantel-Haenszel DIF

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roomaney, R. (2010). Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2849

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):

Roomaney, Rizwana. “Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale .” 2010. Thesis, University of the Western Cape. Accessed June 16, 2019. http://hdl.handle.net/11394/2849.

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

MLA Handbook (7th Edition):

Roomaney, Rizwana. “Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale .” 2010. Web. 16 Jun 2019.

Vancouver:

Roomaney R. Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/11394/2849.

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

Council of Science Editors:

Roomaney R. Towards establishing the equivalence of the IsiXhosa and English versions of the Woodcok Munoz language survey : an item and construct bias analysis of the verbal analogies scale . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2849

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


University of South Africa

25. Samaranayake, Sarath Withanarachchi. Academic writing issues of foundation level students : the effectiveness of context-specific teaching materials using a process genre approach to writing.

Degree: 2017, University of South Africa

 This study investigates the effectiveness of context-specific teaching materials delivered through an adapted process genre model of writing, in enhancing academic writing proficiency of tertiary… (more)

Subjects/Keywords: English foreign language; Academic writing proficiency; Accuracy; Fluency; Context-specific teaching materials; Product-based approach; Process-based approach; Process genre approach; Corrective feedback; Interaction; Editing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Samaranayake, S. W. (2017). Academic writing issues of foundation level students : the effectiveness of context-specific teaching materials using a process genre approach to writing. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22795

Chicago Manual of Style (16th Edition):

Samaranayake, Sarath Withanarachchi. “Academic writing issues of foundation level students : the effectiveness of context-specific teaching materials using a process genre approach to writing.” 2017. Doctoral Dissertation, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/22795.

MLA Handbook (7th Edition):

Samaranayake, Sarath Withanarachchi. “Academic writing issues of foundation level students : the effectiveness of context-specific teaching materials using a process genre approach to writing.” 2017. Web. 16 Jun 2019.

Vancouver:

Samaranayake SW. Academic writing issues of foundation level students : the effectiveness of context-specific teaching materials using a process genre approach to writing. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/22795.

Council of Science Editors:

Samaranayake SW. Academic writing issues of foundation level students : the effectiveness of context-specific teaching materials using a process genre approach to writing. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22795


University of South Africa

26. Moyo, Flora. An overview of productive vocabulary levels amongst ESL learners and teachers in Gauteng township schools.

Degree: 2018, University of South Africa

 The study measures the productive vocabulary size of Grade 6 English Second Language learners and teachers in 16 township schools in Gauteng Province. Data from… (more)

Subjects/Keywords: Productive vocabulary; Productive Vocabulary Levels Test; Frequency levels; Word families; Vocabulary development; English Second Language; Disadvantaged background; Reading comprehension; Academic achievement; Speaking proficiency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moyo, F. (2018). An overview of productive vocabulary levels amongst ESL learners and teachers in Gauteng township schools. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24502

Chicago Manual of Style (16th Edition):

Moyo, Flora. “An overview of productive vocabulary levels amongst ESL learners and teachers in Gauteng township schools.” 2018. Masters Thesis, University of South Africa. Accessed June 16, 2019. http://hdl.handle.net/10500/24502.

MLA Handbook (7th Edition):

Moyo, Flora. “An overview of productive vocabulary levels amongst ESL learners and teachers in Gauteng township schools.” 2018. Web. 16 Jun 2019.

Vancouver:

Moyo F. An overview of productive vocabulary levels amongst ESL learners and teachers in Gauteng township schools. [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10500/24502.

Council of Science Editors:

Moyo F. An overview of productive vocabulary levels amongst ESL learners and teachers in Gauteng township schools. [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24502


Iowa State University

27. Lee, Hye Won. Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task.

Degree: 2015, Iowa State University

Language testing researchers and test developers have long preferred to use integrated tasks due to their authentic nature. However, such presumed authenticity is taken for… (more)

Subjects/Keywords: Applied Linguistics and Technology; Academic English proficiency; Authenticity; Domain definition inference; Integrated assessment tasks; Interactionalist approach; Multimedia assessment tasks; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, H. W. (2015). Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14584

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

Chicago Manual of Style (16th Edition):

Lee, Hye Won. “Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task.” 2015. Thesis, Iowa State University. Accessed June 16, 2019. https://lib.dr.iastate.edu/etd/14584.

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

MLA Handbook (7th Edition):

Lee, Hye Won. “Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task.” 2015. Web. 16 Jun 2019.

Vancouver:

Lee HW. Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Jun 16]. Available from: https://lib.dr.iastate.edu/etd/14584.

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

Council of Science Editors:

Lee HW. Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14584

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


Colorado State University

28. Hurny, Gina L. Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.

Degree: PhD, Education, 2007, Colorado State University

 This quantitative study examined the factors that influence the cultural adjustment of undergraduate Chinese international students to the United States. The ever-increasing Chinese student population… (more)

Subjects/Keywords: academic adjustment; acculturation; Chinese international students; cultural adjustment; English language proficiency; social adjustment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hurny, G. L. (2007). Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88438

Chicago Manual of Style (16th Edition):

Hurny, Gina L. “Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.” 2007. Doctoral Dissertation, Colorado State University. Accessed June 16, 2019. http://hdl.handle.net/10217/88438.

MLA Handbook (7th Edition):

Hurny, Gina L. “Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An.” 2007. Web. 16 Jun 2019.

Vancouver:

Hurny GL. Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. [Internet] [Doctoral dissertation]. Colorado State University; 2007. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10217/88438.

Council of Science Editors:

Hurny GL. Empirical study of the factors influencing the cultural adjustment of undergraduate Chinese international students to the United States, An. [Doctoral Dissertation]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/88438

29. Garcia-Bonery, Lillian. The relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special education.

Degree: PhD, Professional Education, 2011, Texas Woman's University

 The purpose of this study was to examine the relationship(s) between a student's Cognitive Academic Language Proficiency (CALP) levels of proficiency and Response to Intervention… (more)

Subjects/Keywords: Education; Cognitive academic proficiency; Culturally & linguistically diverse; Elementary-age; English language learners; Response to intervention; Special education; Bilingual education; English as a Second Language; Academic achievement; Intervention; Spanish language; Cognition & reasoning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garcia-Bonery, L. (2011). The relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special education. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10198

Chicago Manual of Style (16th Edition):

Garcia-Bonery, Lillian. “The relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special education.” 2011. Doctoral Dissertation, Texas Woman's University. Accessed June 16, 2019. http://hdl.handle.net/11274/10198.

MLA Handbook (7th Edition):

Garcia-Bonery, Lillian. “The relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special education.” 2011. Web. 16 Jun 2019.

Vancouver:

Garcia-Bonery L. The relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special education. [Internet] [Doctoral dissertation]. Texas Woman's University; 2011. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/11274/10198.

Council of Science Editors:

Garcia-Bonery L. The relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special education. [Doctoral Dissertation]. Texas Woman's University; 2011. Available from: http://hdl.handle.net/11274/10198

30. Spies, Tracy. Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages.

Degree: 2012, Texas A&M University

 A path model of second language (L2; English) oral language and reading comprehension variables was tested on a sample of 100 Spanish-speaking English-language learners enrolled… (more)

Subjects/Keywords: bilingual education; cross-linguistic transfer; academic language proficiency; oral language proficiency; path analysis; second language learning; reading comprehension

…Specific Elements of L2 Academic Language Proficiency and Reading Comprehension Influence on L2… …Elements of L2 Academic Language Proficiency and Reading Comprehension Influence on L1 Reading… …academic language proficiency influence on L2 reading comprehension… …63 Modified path model: Specific elements of L2 academic language proficiency influence on… …Specific elements of L2 academic language proficiency and L2 reading comprehension influence on… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Spies, T. (2012). Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9208

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):

Spies, Tracy. “Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages.” 2012. Thesis, Texas A&M University. Accessed June 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9208.

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

MLA Handbook (7th Edition):

Spies, Tracy. “Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages.” 2012. Web. 16 Jun 2019.

Vancouver:

Spies T. Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9208.

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

Council of Science Editors:

Spies T. Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9208

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

[1] [2]

.