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You searched for subject:(bilingual children). Showing records 1 – 30 of 142 total matches.

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University of Plymouth

1. Farag, Rafalla. Lexical/semantic organisation in bilingual and monolingual infants.

Degree: PhD, 2013, University of Plymouth

 Previous studies show that bilingual infants are slower in developing phonology and tend to experience some difficulties in acquiring some grammatical rules. Furthermore, as compared… (more)

Subjects/Keywords: 400; Bilingual children

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APA (6th Edition):

Farag, R. (2013). Lexical/semantic organisation in bilingual and monolingual infants. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/2856

Chicago Manual of Style (16th Edition):

Farag, Rafalla. “Lexical/semantic organisation in bilingual and monolingual infants.” 2013. Doctoral Dissertation, University of Plymouth. Accessed July 02, 2020. http://hdl.handle.net/10026.1/2856.

MLA Handbook (7th Edition):

Farag, Rafalla. “Lexical/semantic organisation in bilingual and monolingual infants.” 2013. Web. 02 Jul 2020.

Vancouver:

Farag R. Lexical/semantic organisation in bilingual and monolingual infants. [Internet] [Doctoral dissertation]. University of Plymouth; 2013. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10026.1/2856.

Council of Science Editors:

Farag R. Lexical/semantic organisation in bilingual and monolingual infants. [Doctoral Dissertation]. University of Plymouth; 2013. Available from: http://hdl.handle.net/10026.1/2856


University of Namibia

2. Anderson, Jacolynn. The impact of language of instructuion and gender on the acquisition of English as a second language .

Degree: 2011, University of Namibia

 Abstract provided by author; The language policy of schools in Namibia states that learners should receive instruction in their mother tongue during the first three… (more)

Subjects/Keywords: Bilingualism in children ; Education bilingual

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APA (6th Edition):

Anderson, J. (2011). The impact of language of instructuion and gender on the acquisition of English as a second language . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/527

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):

Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Thesis, University of Namibia. Accessed July 02, 2020. http://hdl.handle.net/11070/527.

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

MLA Handbook (7th Edition):

Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Web. 02 Jul 2020.

Vancouver:

Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Internet] [Thesis]. University of Namibia; 2011. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/11070/527.

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

Council of Science Editors:

Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Thesis]. University of Namibia; 2011. Available from: http://hdl.handle.net/11070/527

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


Temple University

3. Kim, Ihnhee Lee. DEVELOPMENT OF DISCOURSE MARKERS IN KOREAN AND ENGLISH MONOLINGUAL CHILDREN AND IN KOREAN-ENGLISH BILINGUAL CHILDREN.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

The present study explores the use of discourse markers (DMs) in talk-in-interaction of Korean-English bilingual children and their monolingual peers in two… (more)

Subjects/Keywords: Language; Linguistics; ESL; Bilingual and monolingual children; Bilingual development; Discourse markers

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APA (6th Edition):

Kim, I. L. (2010). DEVELOPMENT OF DISCOURSE MARKERS IN KOREAN AND ENGLISH MONOLINGUAL CHILDREN AND IN KOREAN-ENGLISH BILINGUAL CHILDREN. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,115747

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):

Kim, Ihnhee Lee. “DEVELOPMENT OF DISCOURSE MARKERS IN KOREAN AND ENGLISH MONOLINGUAL CHILDREN AND IN KOREAN-ENGLISH BILINGUAL CHILDREN.” 2010. Thesis, Temple University. Accessed July 02, 2020. http://digital.library.temple.edu/u?/p245801coll10,115747.

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

MLA Handbook (7th Edition):

Kim, Ihnhee Lee. “DEVELOPMENT OF DISCOURSE MARKERS IN KOREAN AND ENGLISH MONOLINGUAL CHILDREN AND IN KOREAN-ENGLISH BILINGUAL CHILDREN.” 2010. Web. 02 Jul 2020.

Vancouver:

Kim IL. DEVELOPMENT OF DISCOURSE MARKERS IN KOREAN AND ENGLISH MONOLINGUAL CHILDREN AND IN KOREAN-ENGLISH BILINGUAL CHILDREN. [Internet] [Thesis]. Temple University; 2010. [cited 2020 Jul 02]. Available from: http://digital.library.temple.edu/u?/p245801coll10,115747.

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

Council of Science Editors:

Kim IL. DEVELOPMENT OF DISCOURSE MARKERS IN KOREAN AND ENGLISH MONOLINGUAL CHILDREN AND IN KOREAN-ENGLISH BILINGUAL CHILDREN. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,115747

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


University of Oregon

4. Wilson, Maia Emily Kailani. Oral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children.

Degree: 2019, University of Oregon

 This thesis examines the correlations between oral linguistic skills and reading literacy skills in emergent bilingual children who speak both English and Spanish and discusses… (more)

Subjects/Keywords: Political Science; Bilingual; Reading; Literacy; Education; Children

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APA (6th Edition):

Wilson, M. E. K. (2019). Oral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children. (Thesis). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25070

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):

Wilson, Maia Emily Kailani. “Oral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children.” 2019. Thesis, University of Oregon. Accessed July 02, 2020. https://scholarsbank.uoregon.edu/xmlui/handle/1794/25070.

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

MLA Handbook (7th Edition):

Wilson, Maia Emily Kailani. “Oral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children.” 2019. Web. 02 Jul 2020.

Vancouver:

Wilson MEK. Oral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children. [Internet] [Thesis]. University of Oregon; 2019. [cited 2020 Jul 02]. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25070.

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

Council of Science Editors:

Wilson MEK. Oral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children. [Thesis]. University of Oregon; 2019. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25070

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


University of California – Berkeley

5. Scott, Lyn. Parental Language Learning Beliefs and Practices in Young Children's Second Language Acquisition and Bilingual Development: Case Studies of Mexican Heritage Families in California and Arizona.

Degree: Education, 2011, University of California – Berkeley

 We know that young children acquire language through everyday interactions. But little is known empirically about the salience and influence of parents' beliefs and explicit… (more)

Subjects/Keywords: Education; Early childhood education; Bilingual education; Bilingual children; Bilingual parenting; Early Childhood Education; Ecocultural; English learners; Language Policy

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APA (6th Edition):

Scott, L. (2011). Parental Language Learning Beliefs and Practices in Young Children's Second Language Acquisition and Bilingual Development: Case Studies of Mexican Heritage Families in California and Arizona. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/8575s26t

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):

Scott, Lyn. “Parental Language Learning Beliefs and Practices in Young Children's Second Language Acquisition and Bilingual Development: Case Studies of Mexican Heritage Families in California and Arizona.” 2011. Thesis, University of California – Berkeley. Accessed July 02, 2020. http://www.escholarship.org/uc/item/8575s26t.

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

MLA Handbook (7th Edition):

Scott, Lyn. “Parental Language Learning Beliefs and Practices in Young Children's Second Language Acquisition and Bilingual Development: Case Studies of Mexican Heritage Families in California and Arizona.” 2011. Web. 02 Jul 2020.

Vancouver:

Scott L. Parental Language Learning Beliefs and Practices in Young Children's Second Language Acquisition and Bilingual Development: Case Studies of Mexican Heritage Families in California and Arizona. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Jul 02]. Available from: http://www.escholarship.org/uc/item/8575s26t.

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

Council of Science Editors:

Scott L. Parental Language Learning Beliefs and Practices in Young Children's Second Language Acquisition and Bilingual Development: Case Studies of Mexican Heritage Families in California and Arizona. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/8575s26t

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


University of Waikato

6. Harvey, Nola Elizabeth. Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region .

Degree: 2011, University of Waikato

 This thesis examines the ways in which five bilingual teachers use their two languages in English-medium early childhood services in the Auckland region. Questions regarding… (more)

Subjects/Keywords: bilingual teachers; community languages; bilingual children; early years; bilingual; narrative inquiry; multilingual; critical multiculturalism; cultural capital; belonging

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APA (6th Edition):

Harvey, N. E. (2011). Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/5959

Chicago Manual of Style (16th Edition):

Harvey, Nola Elizabeth. “Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region .” 2011. Masters Thesis, University of Waikato. Accessed July 02, 2020. http://hdl.handle.net/10289/5959.

MLA Handbook (7th Edition):

Harvey, Nola Elizabeth. “Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region .” 2011. Web. 02 Jul 2020.

Vancouver:

Harvey NE. Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region . [Internet] [Masters thesis]. University of Waikato; 2011. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10289/5959.

Council of Science Editors:

Harvey NE. Talking Ourselves: Stories of identities and linguistic possibilities of bilingual teachers working in English-medium early childhood services in the Auckland region . [Masters Thesis]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5959


Leiden University

7. Santoro, Monica. Working Memory Capacity and Reading Skills: A Study Comparing Dutch-English.

Degree: 2015, Leiden University

 We investigated possible differences between Dutch monolingual and Dutch-English bilingual children ages 11 to 13, in terms of working memory, reading comprehension and the influence… (more)

Subjects/Keywords: Dutch monolingual children; Dutch-English bilingual children; Working memory; Reading comprehension; Reaction times

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APA (6th Edition):

Santoro, M. (2015). Working Memory Capacity and Reading Skills: A Study Comparing Dutch-English. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/32799

Chicago Manual of Style (16th Edition):

Santoro, Monica. “Working Memory Capacity and Reading Skills: A Study Comparing Dutch-English.” 2015. Masters Thesis, Leiden University. Accessed July 02, 2020. http://hdl.handle.net/1887/32799.

MLA Handbook (7th Edition):

Santoro, Monica. “Working Memory Capacity and Reading Skills: A Study Comparing Dutch-English.” 2015. Web. 02 Jul 2020.

Vancouver:

Santoro M. Working Memory Capacity and Reading Skills: A Study Comparing Dutch-English. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1887/32799.

Council of Science Editors:

Santoro M. Working Memory Capacity and Reading Skills: A Study Comparing Dutch-English. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/32799


Northeastern University

8. Tennant, Rachel. An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting.

Degree: PhD, Department of Applied Psychology, 2018, Northeastern University

 This study explored the differences between bilingual and monolingual child development through an analysis of children's play with their caregivers. The Developmental Play Assessment (Lifter,… (more)

Subjects/Keywords: Bilingual Children; Child Development; Developmental Play Assessment; Monolingual Children; Play Development; Psychology

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APA (6th Edition):

Tennant, R. (2018). An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316416

Chicago Manual of Style (16th Edition):

Tennant, Rachel. “An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting.” 2018. Doctoral Dissertation, Northeastern University. Accessed July 02, 2020. http://hdl.handle.net/2047/D20316416.

MLA Handbook (7th Edition):

Tennant, Rachel. “An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting.” 2018. Web. 02 Jul 2020.

Vancouver:

Tennant R. An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/2047/D20316416.

Council of Science Editors:

Tennant R. An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting An Exploratory Study Of Young Bilingual And Monolingual Children's Play In A Naturalistic Setting. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316416

9. Wiles, Kipling E. Newcomers: Portraits of Immigrants Raising Academically Achieving Gifted Children.

Degree: PhD, Curriculum and Instruction, 2014, U of Denver

  To date, few research studies have focused on the home environments and specific strategies used by immigrant families to successfully parent gifted youth. This… (more)

Subjects/Keywords: Immigrant education; Gifted children; High ability children; Bilingual, Multilingual, and Multicultural Education; Education; Gifted Education

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APA (6th Edition):

Wiles, K. E. (2014). Newcomers: Portraits of Immigrants Raising Academically Achieving Gifted Children. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/704

Chicago Manual of Style (16th Edition):

Wiles, Kipling E. “Newcomers: Portraits of Immigrants Raising Academically Achieving Gifted Children.” 2014. Doctoral Dissertation, U of Denver. Accessed July 02, 2020. https://digitalcommons.du.edu/etd/704.

MLA Handbook (7th Edition):

Wiles, Kipling E. “Newcomers: Portraits of Immigrants Raising Academically Achieving Gifted Children.” 2014. Web. 02 Jul 2020.

Vancouver:

Wiles KE. Newcomers: Portraits of Immigrants Raising Academically Achieving Gifted Children. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2020 Jul 02]. Available from: https://digitalcommons.du.edu/etd/704.

Council of Science Editors:

Wiles KE. Newcomers: Portraits of Immigrants Raising Academically Achieving Gifted Children. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/704


The Ohio State University

10. Gruszczynska-Harrison, Magdalena. LANGUAGE TRANSFER AND BEYOND: PRO-DROP, CODE SWITCHING, AND ACQUISITION MILESTONES IN BILINGUAL POLISH-ENGLISH CHILDREN.

Degree: PhD, Slavic and East European Languages and Literatures, 2010, The Ohio State University

 The current study analyzes application and omission of pro-drop feature in the speech of bilingual Polish-English children. The aim of the study is to discern… (more)

Subjects/Keywords: Language; Linguistics; Slavic Studies; bilingualism; bilingual children; language transfer; code switching

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APA (6th Edition):

Gruszczynska-Harrison, M. (2010). LANGUAGE TRANSFER AND BEYOND: PRO-DROP, CODE SWITCHING, AND ACQUISITION MILESTONES IN BILINGUAL POLISH-ENGLISH CHILDREN. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1290453589

Chicago Manual of Style (16th Edition):

Gruszczynska-Harrison, Magdalena. “LANGUAGE TRANSFER AND BEYOND: PRO-DROP, CODE SWITCHING, AND ACQUISITION MILESTONES IN BILINGUAL POLISH-ENGLISH CHILDREN.” 2010. Doctoral Dissertation, The Ohio State University. Accessed July 02, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290453589.

MLA Handbook (7th Edition):

Gruszczynska-Harrison, Magdalena. “LANGUAGE TRANSFER AND BEYOND: PRO-DROP, CODE SWITCHING, AND ACQUISITION MILESTONES IN BILINGUAL POLISH-ENGLISH CHILDREN.” 2010. Web. 02 Jul 2020.

Vancouver:

Gruszczynska-Harrison M. LANGUAGE TRANSFER AND BEYOND: PRO-DROP, CODE SWITCHING, AND ACQUISITION MILESTONES IN BILINGUAL POLISH-ENGLISH CHILDREN. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Jul 02]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290453589.

Council of Science Editors:

Gruszczynska-Harrison M. LANGUAGE TRANSFER AND BEYOND: PRO-DROP, CODE SWITCHING, AND ACQUISITION MILESTONES IN BILINGUAL POLISH-ENGLISH CHILDREN. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290453589


University of Kansas

11. Fierro, Veronica. Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment.

Degree: PhD, Hearing and Speech, 2017, University of Kansas

 The current project sought to add to the limited body of research on treatment for native Spanish-speaking English language learners (ELLs) with language impairments. In… (more)

Subjects/Keywords: Speech therapy; bilingual; Book Reading; children; Spanish; Specific Language Impairment; treatment

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APA (6th Edition):

Fierro, V. (2017). Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26007

Chicago Manual of Style (16th Edition):

Fierro, Veronica. “Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment.” 2017. Doctoral Dissertation, University of Kansas. Accessed July 02, 2020. http://hdl.handle.net/1808/26007.

MLA Handbook (7th Edition):

Fierro, Veronica. “Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment.” 2017. Web. 02 Jul 2020.

Vancouver:

Fierro V. Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1808/26007.

Council of Science Editors:

Fierro V. Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26007


Boston College

12. Ngo, Sarah Marie. Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2012, Boston College

 Federal legislation now requires that all children participate in large-scale, statewide assessments in English in an effort to increase accountability and bolster student achievement (Abedi,… (more)

Subjects/Keywords: bilingual children; discussion patterns; pre-service teachers; reading aloud

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APA (6th Edition):

Ngo, S. M. (2012). Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101788

Chicago Manual of Style (16th Edition):

Ngo, Sarah Marie. “Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings.” 2012. Doctoral Dissertation, Boston College. Accessed July 02, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101788.

MLA Handbook (7th Edition):

Ngo, Sarah Marie. “Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings.” 2012. Web. 02 Jul 2020.

Vancouver:

Ngo SM. Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2020 Jul 02]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101788.

Council of Science Editors:

Ngo SM. Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101788


Columbia University

13. Martel, Mirka. Understanding Intercultural Bilingual Education for Education Equity among Indigenous Students in Ecuador and Peru.

Degree: 2019, Columbia University

 In this dissertation, I focused on education equity for Indigenous communities in Ecuador and Peru and the policy implications of intercultural bilingual education in the… (more)

Subjects/Keywords: Education; Political science; Educational equalization; Education, Bilingual; Indigenous children

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APA (6th Edition):

Martel, M. (2019). Understanding Intercultural Bilingual Education for Education Equity among Indigenous Students in Ecuador and Peru. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-xwv9-h367

Chicago Manual of Style (16th Edition):

Martel, Mirka. “Understanding Intercultural Bilingual Education for Education Equity among Indigenous Students in Ecuador and Peru.” 2019. Doctoral Dissertation, Columbia University. Accessed July 02, 2020. https://doi.org/10.7916/d8-xwv9-h367.

MLA Handbook (7th Edition):

Martel, Mirka. “Understanding Intercultural Bilingual Education for Education Equity among Indigenous Students in Ecuador and Peru.” 2019. Web. 02 Jul 2020.

Vancouver:

Martel M. Understanding Intercultural Bilingual Education for Education Equity among Indigenous Students in Ecuador and Peru. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Jul 02]. Available from: https://doi.org/10.7916/d8-xwv9-h367.

Council of Science Editors:

Martel M. Understanding Intercultural Bilingual Education for Education Equity among Indigenous Students in Ecuador and Peru. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-xwv9-h367

14. YEONG HUI MIN STEPHANIE. Predictors of Spelling Development in Bilinguals: A Comparison of English L1 and Mandarin L1 Children.

Degree: 2009, National University of Singapore

Subjects/Keywords: Phonological processing; Spelling; Bilingual children

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APA (6th Edition):

STEPHANIE, Y. H. M. (2009). Predictors of Spelling Development in Bilinguals: A Comparison of English L1 and Mandarin L1 Children. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/15924

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):

STEPHANIE, YEONG HUI MIN. “Predictors of Spelling Development in Bilinguals: A Comparison of English L1 and Mandarin L1 Children.” 2009. Thesis, National University of Singapore. Accessed July 02, 2020. http://scholarbank.nus.edu.sg/handle/10635/15924.

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

MLA Handbook (7th Edition):

STEPHANIE, YEONG HUI MIN. “Predictors of Spelling Development in Bilinguals: A Comparison of English L1 and Mandarin L1 Children.” 2009. Web. 02 Jul 2020.

Vancouver:

STEPHANIE YHM. Predictors of Spelling Development in Bilinguals: A Comparison of English L1 and Mandarin L1 Children. [Internet] [Thesis]. National University of Singapore; 2009. [cited 2020 Jul 02]. Available from: http://scholarbank.nus.edu.sg/handle/10635/15924.

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

Council of Science Editors:

STEPHANIE YHM. Predictors of Spelling Development in Bilinguals: A Comparison of English L1 and Mandarin L1 Children. [Thesis]. National University of Singapore; 2009. Available from: http://scholarbank.nus.edu.sg/handle/10635/15924

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


University of Wollongong

15. Harden-Thew, Kathryn. Story, restorying, negotiation: Emergent bilingual children making the transition to school.

Degree: PhD, 2014, University of Wollongong

  Successful transition to school has been found to be a key factor in later school success. Despite this, there have been few studies conducted… (more)

Subjects/Keywords: transition; emergent bilingual children; family stories; narrative inquiry; symbolic interactionism

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APA (6th Edition):

Harden-Thew, K. (2014). Story, restorying, negotiation: Emergent bilingual children making the transition to school. (Doctoral Dissertation). University of Wollongong. Retrieved from 130302 Comparative and Cross-Cultural Education, 160807 Sociological Methodology and Research Methods, 200208 Migrant Cultural Studies, 200209 Multicultural, Intercultural and Cross-cultural Studies ; https://ro.uow.edu.au/theses/4192

Chicago Manual of Style (16th Edition):

Harden-Thew, Kathryn. “Story, restorying, negotiation: Emergent bilingual children making the transition to school.” 2014. Doctoral Dissertation, University of Wollongong. Accessed July 02, 2020. 130302 Comparative and Cross-Cultural Education, 160807 Sociological Methodology and Research Methods, 200208 Migrant Cultural Studies, 200209 Multicultural, Intercultural and Cross-cultural Studies ; https://ro.uow.edu.au/theses/4192.

MLA Handbook (7th Edition):

Harden-Thew, Kathryn. “Story, restorying, negotiation: Emergent bilingual children making the transition to school.” 2014. Web. 02 Jul 2020.

Vancouver:

Harden-Thew K. Story, restorying, negotiation: Emergent bilingual children making the transition to school. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2020 Jul 02]. Available from: 130302 Comparative and Cross-Cultural Education, 160807 Sociological Methodology and Research Methods, 200208 Migrant Cultural Studies, 200209 Multicultural, Intercultural and Cross-cultural Studies ; https://ro.uow.edu.au/theses/4192.

Council of Science Editors:

Harden-Thew K. Story, restorying, negotiation: Emergent bilingual children making the transition to school. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: 130302 Comparative and Cross-Cultural Education, 160807 Sociological Methodology and Research Methods, 200208 Migrant Cultural Studies, 200209 Multicultural, Intercultural and Cross-cultural Studies ; https://ro.uow.edu.au/theses/4192


University of North Texas

16. Paz, Michael. The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students.

Degree: 2017, University of North Texas

 There is a paucity of research regarding language use among bilingual clients, particularly with Latino children. In order to provide culturally sensitive counseling for bilingual,… (more)

Subjects/Keywords: Language use; bilingual children; Education, Guidance and Counseling

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APA (6th Edition):

Paz, M. (2017). The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062908/

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):

Paz, Michael. “The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students.” 2017. Thesis, University of North Texas. Accessed July 02, 2020. https://digital.library.unt.edu/ark:/67531/metadc1062908/.

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

MLA Handbook (7th Edition):

Paz, Michael. “The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students.” 2017. Web. 02 Jul 2020.

Vancouver:

Paz M. The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Jul 02]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062908/.

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

Council of Science Editors:

Paz M. The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062908/

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


University of Texas – Austin

17. -1936-6806. Exposure to non-English languages : a look at children’s metalinguistic skills.

Degree: PhD, Psychology, 2018, University of Texas – Austin

 This dissertation presents 3 studies that investigate the metalinguistic skills of monolingual children in relation to their exposure to non-native languages. In Study 1, children(more)

Subjects/Keywords: Metalinguistic; Development; Children; Bilingual; Non-native language; Language exposure

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APA (6th Edition):

-1936-6806. (2018). Exposure to non-English languages : a look at children’s metalinguistic skills. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68162

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1936-6806. “Exposure to non-English languages : a look at children’s metalinguistic skills.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed July 02, 2020. http://hdl.handle.net/2152/68162.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1936-6806. “Exposure to non-English languages : a look at children’s metalinguistic skills.” 2018. Web. 02 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1936-6806. Exposure to non-English languages : a look at children’s metalinguistic skills. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/2152/68162.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1936-6806. Exposure to non-English languages : a look at children’s metalinguistic skills. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68162

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Loma Linda University

18. Resendiz, Claudia. Myelomeningocele and the Neuropsychological Functioning of Bilingual Children.

Degree: PhD, Psychology, 2011, Loma Linda University

 Myelomeningocele is the most common and most severe form of spina bifida, affecting the brain and spinal cord of millions of children. Children of Hispanic… (more)

Subjects/Keywords: Clinical Psychology; Hispanic Americans; Hydrocephalus; Myelomeningocele; Spina bifida; Neuropsychological functioning; Bilingual children; Bilingual cognitive advantage; neurocognitive performance

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APA (6th Edition):

Resendiz, C. (2011). Myelomeningocele and the Neuropsychological Functioning of Bilingual Children. (Doctoral Dissertation). Loma Linda University. Retrieved from https://scholarsrepository.llu.edu/etd/59

Chicago Manual of Style (16th Edition):

Resendiz, Claudia. “Myelomeningocele and the Neuropsychological Functioning of Bilingual Children.” 2011. Doctoral Dissertation, Loma Linda University. Accessed July 02, 2020. https://scholarsrepository.llu.edu/etd/59.

MLA Handbook (7th Edition):

Resendiz, Claudia. “Myelomeningocele and the Neuropsychological Functioning of Bilingual Children.” 2011. Web. 02 Jul 2020.

Vancouver:

Resendiz C. Myelomeningocele and the Neuropsychological Functioning of Bilingual Children. [Internet] [Doctoral dissertation]. Loma Linda University; 2011. [cited 2020 Jul 02]. Available from: https://scholarsrepository.llu.edu/etd/59.

Council of Science Editors:

Resendiz C. Myelomeningocele and the Neuropsychological Functioning of Bilingual Children. [Doctoral Dissertation]. Loma Linda University; 2011. Available from: https://scholarsrepository.llu.edu/etd/59


University of Illinois – Urbana-Champaign

19. Yambi, Josephine. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.

Degree: PhD, 0095, 2010, University of Illinois – Urbana-Champaign

 This qualitative study investigates the bilingual and biliteracy (Swahili-English) development of two elementary and three middle school Kenyan children across home and school contexts in… (more)

Subjects/Keywords: bilingual children; bilingual and biliteracy development; language loss

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APA (6th Edition):

Yambi, J. (2010). Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16116

Chicago Manual of Style (16th Edition):

Yambi, Josephine. “Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 02, 2020. http://hdl.handle.net/2142/16116.

MLA Handbook (7th Edition):

Yambi, Josephine. “Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children.” 2010. Web. 02 Jul 2020.

Vancouver:

Yambi J. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/2142/16116.

Council of Science Editors:

Yambi J. Factors that affect biliteracy development and maintenance of Swahili in bilingual (Swahili-English) speaking children. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16116


Portland State University

20. Powers, Brooke Leann. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.

Degree: MS(M.S.) in Speech and Hearing Sciences, Speech and Hearing Sciences, 2010, Portland State University

  Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than… (more)

Subjects/Keywords: Bilingualism in children; Speech disorders in children  – Evaluation; Preschool children  – Language  – Study and teaching  – Bilingual method

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APA (6th Edition):

Powers, B. L. (2010). Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/337

Chicago Manual of Style (16th Edition):

Powers, Brooke Leann. “Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.” 2010. Masters Thesis, Portland State University. Accessed July 02, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/337.

MLA Handbook (7th Edition):

Powers, Brooke Leann. “Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.” 2010. Web. 02 Jul 2020.

Vancouver:

Powers BL. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. [Internet] [Masters thesis]. Portland State University; 2010. [cited 2020 Jul 02]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/337.

Council of Science Editors:

Powers BL. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. [Masters Thesis]. Portland State University; 2010. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/337


University of Texas – Austin

21. -2989-3669. Macrostructure and microstructure in narratives of Spanish/English bilingual children with and without language impairment (LI).

Degree: MA, Communication Sciences & Disorders, 2018, University of Texas – Austin

 There is limited research on character mention and noun phrase elaboration in the narratives of Spanish-English kindergarten and first graders. The current study was designed… (more)

Subjects/Keywords: Bilingual children; Narrative microstructure; Narrative macrostructure; Spanish-English bilingualism; Language-impaired children; Spanish-English children; English narrative productions; Spanish narrative productions

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APA (6th Edition):

-2989-3669. (2018). Macrostructure and microstructure in narratives of Spanish/English bilingual children with and without language impairment (LI). (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68186

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2989-3669. “Macrostructure and microstructure in narratives of Spanish/English bilingual children with and without language impairment (LI).” 2018. Masters Thesis, University of Texas – Austin. Accessed July 02, 2020. http://hdl.handle.net/2152/68186.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2989-3669. “Macrostructure and microstructure in narratives of Spanish/English bilingual children with and without language impairment (LI).” 2018. Web. 02 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2989-3669. Macrostructure and microstructure in narratives of Spanish/English bilingual children with and without language impairment (LI). [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/2152/68186.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2989-3669. Macrostructure and microstructure in narratives of Spanish/English bilingual children with and without language impairment (LI). [Masters Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68186

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

22. Terekhova, Natalia. Russian Language Maintenance among Children from Immigrant Families in Saskatchewan.

Degree: 2016, University of Saskatchewan

 The study investigates prediction factors of children's proficiency in Russian among children from Russian-speaking families in Saskatchewan. For that purpose, 5-7 year old children and… (more)

Subjects/Keywords: bilingualism; language maintenance; Russian language; bilingual children; language attitudes; minority languages; heritage languages

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APA (6th Edition):

Terekhova, N. (2016). Russian Language Maintenance among Children from Immigrant Families in Saskatchewan. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2016-03-2494

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):

Terekhova, Natalia. “Russian Language Maintenance among Children from Immigrant Families in Saskatchewan.” 2016. Thesis, University of Saskatchewan. Accessed July 02, 2020. http://hdl.handle.net/10388/ETD-2016-03-2494.

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

MLA Handbook (7th Edition):

Terekhova, Natalia. “Russian Language Maintenance among Children from Immigrant Families in Saskatchewan.” 2016. Web. 02 Jul 2020.

Vancouver:

Terekhova N. Russian Language Maintenance among Children from Immigrant Families in Saskatchewan. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10388/ETD-2016-03-2494.

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

Council of Science Editors:

Terekhova N. Russian Language Maintenance among Children from Immigrant Families in Saskatchewan. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/ETD-2016-03-2494

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


Vilnius Pedagogical University

23. Dudaleva, Viktorija. Bilingvizmas Visagino mieste: rusų-lietuvių kalbų interferencija.

Degree: Master, Philology, 2012, Vilnius Pedagogical University

Darbo tikslas – išanalizuoti Visagino bilingvių žmonių rusų kalbos interferenciją lietuvių kalbai. Tikslui pasiekti pasirinkti toliau vardinami darbo metodai. Pirmasis metodas yra mokslinės literatūros apie… (more)

Subjects/Keywords: Bilingvizmas; Bilingviai žmonės; Interferencija; Sociolingvistika; Ikimokyklinio amžiaus vaikai; Bilingualism; Bilingual people; Interference; Sociolinguistic; Preschool children

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APA (6th Edition):

Dudaleva, Viktorija. (2012). Bilingvizmas Visagino mieste: rusų-lietuvių kalbų interferencija. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120801_112451-25918 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Dudaleva, Viktorija. “Bilingvizmas Visagino mieste: rusų-lietuvių kalbų interferencija.” 2012. Masters Thesis, Vilnius Pedagogical University. Accessed July 02, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120801_112451-25918 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Dudaleva, Viktorija. “Bilingvizmas Visagino mieste: rusų-lietuvių kalbų interferencija.” 2012. Web. 02 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Dudaleva, Viktorija. Bilingvizmas Visagino mieste: rusų-lietuvių kalbų interferencija. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2012. [cited 2020 Jul 02]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120801_112451-25918 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Dudaleva, Viktorija. Bilingvizmas Visagino mieste: rusų-lietuvių kalbų interferencija. [Masters Thesis]. Vilnius Pedagogical University; 2012. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120801_112451-25918 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Columbia University

24. Cao, Yu. The effects of echoic training on the emergence of naming in a second language by monolingual English-speaking preschool children.

Degree: 2016, Columbia University

 I conducted two experiments to investigate the emergence of Naming in a second language by monolingual English-speaking preschool children who demonstrated Naming in English with… (more)

Subjects/Keywords: Names, Chinese; Education, Preschool; Learning, Psychology of; Preschool children; Psychology; Education, Bilingual; Special education

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APA (6th Edition):

Cao, Y. (2016). The effects of echoic training on the emergence of naming in a second language by monolingual English-speaking preschool children. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D86T0MMP

Chicago Manual of Style (16th Edition):

Cao, Yu. “The effects of echoic training on the emergence of naming in a second language by monolingual English-speaking preschool children.” 2016. Doctoral Dissertation, Columbia University. Accessed July 02, 2020. https://doi.org/10.7916/D86T0MMP.

MLA Handbook (7th Edition):

Cao, Yu. “The effects of echoic training on the emergence of naming in a second language by monolingual English-speaking preschool children.” 2016. Web. 02 Jul 2020.

Vancouver:

Cao Y. The effects of echoic training on the emergence of naming in a second language by monolingual English-speaking preschool children. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2020 Jul 02]. Available from: https://doi.org/10.7916/D86T0MMP.

Council of Science Editors:

Cao Y. The effects of echoic training on the emergence of naming in a second language by monolingual English-speaking preschool children. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D86T0MMP


Columbia University

25. Kwon, Jungmin. Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children.

Degree: 2019, Columbia University

 This multi-sited ethnographic case study examines how transnationalism shapes the everyday lives of young immigrant children, particularly their literacies, identities, and learning. This study involved… (more)

Subjects/Keywords: Education, Bilingual; Early childhood education; Multicultural education; Ethnology; Children of immigrants; Transnationalism

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APA (6th Edition):

Kwon, J. (2019). Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-8r68-pj68

Chicago Manual of Style (16th Edition):

Kwon, Jungmin. “Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children.” 2019. Doctoral Dissertation, Columbia University. Accessed July 02, 2020. https://doi.org/10.7916/d8-8r68-pj68.

MLA Handbook (7th Edition):

Kwon, Jungmin. “Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children.” 2019. Web. 02 Jul 2020.

Vancouver:

Kwon J. Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Jul 02]. Available from: https://doi.org/10.7916/d8-8r68-pj68.

Council of Science Editors:

Kwon J. Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-8r68-pj68

26. Flores, Israel. Language Brokering During Shared EBook Reading.

Degree: MS, Psychology, 2017, Vanderbilt University

 Latino immigrants in the U.S. face language and cultural barriers in gaining access to resources. To overcome those barriers, many Spanish-speaking families engage in language… (more)

Subjects/Keywords: bilingual children; interpreting; vocabualry; scaffolding

…Assessment. Children in both conditions were pre-tested with the Spanish Bilingual Edition of the… …progress in English language development (August & Shanahan, 2006). Children must learn… …skills on reading achievement appears to change as children get older (Storch & Whitehurst… …ineffective word reading. As children get older and are presented with more difficult text, low… …vocabulary knowledge can result in low reading comprehension. Children who struggle to develop… 

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APA (6th Edition):

Flores, I. (2017). Language Brokering During Shared EBook Reading. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-10302017-111306/ ;

Chicago Manual of Style (16th Edition):

Flores, Israel. “Language Brokering During Shared EBook Reading.” 2017. Masters Thesis, Vanderbilt University. Accessed July 02, 2020. http://etd.library.vanderbilt.edu/available/etd-10302017-111306/ ;.

MLA Handbook (7th Edition):

Flores, Israel. “Language Brokering During Shared EBook Reading.” 2017. Web. 02 Jul 2020.

Vancouver:

Flores I. Language Brokering During Shared EBook Reading. [Internet] [Masters thesis]. Vanderbilt University; 2017. [cited 2020 Jul 02]. Available from: http://etd.library.vanderbilt.edu/available/etd-10302017-111306/ ;.

Council of Science Editors:

Flores I. Language Brokering During Shared EBook Reading. [Masters Thesis]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-10302017-111306/ ;


University of Houston

27. Procter, Amanda L. 1989-. The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants.

Degree: MA, Communication Disorders, 2013, University of Houston

 The voice onset time (VOT) values of word-initial, singleton, stressed voiced and voiceless stop consonants were compared in the productions of monolingual English speaking and… (more)

Subjects/Keywords: Children; Voice onset time (VOT); Bilingual; Bilingualism; Monolingualism; Phonology; Cochlear implants; Spanish language; English

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APA (6th Edition):

Procter, A. L. 1. (2013). The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3297

Chicago Manual of Style (16th Edition):

Procter, Amanda L 1989-. “The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants.” 2013. Masters Thesis, University of Houston. Accessed July 02, 2020. http://hdl.handle.net/10657/3297.

MLA Handbook (7th Edition):

Procter, Amanda L 1989-. “The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants.” 2013. Web. 02 Jul 2020.

Vancouver:

Procter AL1. The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants. [Internet] [Masters thesis]. University of Houston; 2013. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10657/3297.

Council of Science Editors:

Procter AL1. The Voice Onset Time Productions in Monolingual and Bilingual Children with Cochlear Implants. [Masters Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/3297


Jönköping University

28. Lazzarino, Lucio. LANGUAGE RELATED OUTCOMES OF BILINGUAL EDUCATION IN PRESCHOOL AND PRIMARY SCHOOL : A SYSTEMATIC REVIEW FROM 2000 TO 2016.

Degree: CHILD, 2017, Jönköping University

  Good language skills are essential to academic success. Immigrant and refugee children who enter school without previous knowledge of the societal language are more… (more)

Subjects/Keywords: Bilingual Education; Minority Children; Language Outcomes; Preschool; Primary School; Systematic Literature Review; Learning; Lärande

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

APA (6th Edition):

Lazzarino, L. (2017). LANGUAGE RELATED OUTCOMES OF BILINGUAL EDUCATION IN PRESCHOOL AND PRIMARY SCHOOL : A SYSTEMATIC REVIEW FROM 2000 TO 2016. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35911

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):

Lazzarino, Lucio. “LANGUAGE RELATED OUTCOMES OF BILINGUAL EDUCATION IN PRESCHOOL AND PRIMARY SCHOOL : A SYSTEMATIC REVIEW FROM 2000 TO 2016.” 2017. Thesis, Jönköping University. Accessed July 02, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35911.

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

MLA Handbook (7th Edition):

Lazzarino, Lucio. “LANGUAGE RELATED OUTCOMES OF BILINGUAL EDUCATION IN PRESCHOOL AND PRIMARY SCHOOL : A SYSTEMATIC REVIEW FROM 2000 TO 2016.” 2017. Web. 02 Jul 2020.

Vancouver:

Lazzarino L. LANGUAGE RELATED OUTCOMES OF BILINGUAL EDUCATION IN PRESCHOOL AND PRIMARY SCHOOL : A SYSTEMATIC REVIEW FROM 2000 TO 2016. [Internet] [Thesis]. Jönköping University; 2017. [cited 2020 Jul 02]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35911.

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

Council of Science Editors:

Lazzarino L. LANGUAGE RELATED OUTCOMES OF BILINGUAL EDUCATION IN PRESCHOOL AND PRIMARY SCHOOL : A SYSTEMATIC REVIEW FROM 2000 TO 2016. [Thesis]. Jönköping University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35911

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


Columbia University

29. Kim, Elisabeth H. Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education.

Degree: 2020, Columbia University

 Dual Language programs are an increasingly popular component of bilingual education in the New York City Department of Education (NYCDOE). Chancellor Carranza announced the opening… (more)

Subjects/Keywords: Education and state; School management and organization; Education, Bilingual; School choice; Hispanic American children – Education

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

APA (6th Edition):

Kim, E. H. (2020). Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-hvvn-d596

Chicago Manual of Style (16th Edition):

Kim, Elisabeth H. “Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education.” 2020. Doctoral Dissertation, Columbia University. Accessed July 02, 2020. https://doi.org/10.7916/d8-hvvn-d596.

MLA Handbook (7th Edition):

Kim, Elisabeth H. “Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education.” 2020. Web. 02 Jul 2020.

Vancouver:

Kim EH. Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2020 Jul 02]. Available from: https://doi.org/10.7916/d8-hvvn-d596.

Council of Science Editors:

Kim EH. Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-hvvn-d596


Texas A&M University

30. Garcia de Alba, Roman. Using the Developmental Indicators for the Assessment of Learning - third edition as a screener for young children: a comparison of the psychometric properties between the English and Spanish-speaking standardization samples.

Degree: 2007, Texas A&M University

 Demographic data show that public schools are faced with meeting the academic demands of a population that is becoming more ethnically and linguistically diverse. Preventative… (more)

Subjects/Keywords: Screeners; Young Children; Bilingual Assessment; Evaluation

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

APA (6th Edition):

Garcia de Alba, R. (2007). Using the Developmental Indicators for the Assessment of Learning - third edition as a screener for young children: a comparison of the psychometric properties between the English and Spanish-speaking standardization samples. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5824

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):

Garcia de Alba, Roman. “Using the Developmental Indicators for the Assessment of Learning - third edition as a screener for young children: a comparison of the psychometric properties between the English and Spanish-speaking standardization samples.” 2007. Thesis, Texas A&M University. Accessed July 02, 2020. http://hdl.handle.net/1969.1/5824.

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

MLA Handbook (7th Edition):

Garcia de Alba, Roman. “Using the Developmental Indicators for the Assessment of Learning - third edition as a screener for young children: a comparison of the psychometric properties between the English and Spanish-speaking standardization samples.” 2007. Web. 02 Jul 2020.

Vancouver:

Garcia de Alba R. Using the Developmental Indicators for the Assessment of Learning - third edition as a screener for young children: a comparison of the psychometric properties between the English and Spanish-speaking standardization samples. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1969.1/5824.

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

Council of Science Editors:

Garcia de Alba R. Using the Developmental Indicators for the Assessment of Learning - third edition as a screener for young children: a comparison of the psychometric properties between the English and Spanish-speaking standardization samples. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5824

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

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