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You searched for subject:(foreign language education policy). Showing records 1 – 30 of 234072 total matches.

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University of Edinburgh

1. Munoz, Valeria. Ideologies Regarding the Implementation of Foreign Language Policy in Chile: A Case Study.

Degree: 2010, University of Edinburgh

 The Ministry of Education of Chile declared in 2003 the importance and the necessity of incorporating foreign language teaching to the public education after the… (more)

Subjects/Keywords: Language Education Policy; Language Policy; Language Ideoligies; Education; English as Foreign Language

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

APA (6th Edition):

Munoz, V. (2010). Ideologies Regarding the Implementation of Foreign Language Policy in Chile: A Case Study. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5322

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):

Munoz, Valeria. “Ideologies Regarding the Implementation of Foreign Language Policy in Chile: A Case Study.” 2010. Thesis, University of Edinburgh. Accessed February 23, 2020. http://hdl.handle.net/1842/5322.

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

MLA Handbook (7th Edition):

Munoz, Valeria. “Ideologies Regarding the Implementation of Foreign Language Policy in Chile: A Case Study.” 2010. Web. 23 Feb 2020.

Vancouver:

Munoz V. Ideologies Regarding the Implementation of Foreign Language Policy in Chile: A Case Study. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1842/5322.

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

Council of Science Editors:

Munoz V. Ideologies Regarding the Implementation of Foreign Language Policy in Chile: A Case Study. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5322

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


University of Melbourne

2. KING, OKSANA. Study and teaching of German at universities in Ukraine and Australia.

Degree: 2009, University of Melbourne

 The current thesis is a theoretical and empirical investigation of the foreign language classroom, conducted from a cross-national comparative perspective. The study is based on… (more)

Subjects/Keywords: foreign language education; German as a foreign language; language program; curriculum; language policy; teaching methodology; student motivation; tertiary language education; comparative approach; foreign languages inAustralia; foreign languages in Ukraine

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APA (6th Edition):

KING, O. (2009). Study and teaching of German at universities in Ukraine and Australia. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/35259

Chicago Manual of Style (16th Edition):

KING, OKSANA. “Study and teaching of German at universities in Ukraine and Australia.” 2009. Doctoral Dissertation, University of Melbourne. Accessed February 23, 2020. http://hdl.handle.net/11343/35259.

MLA Handbook (7th Edition):

KING, OKSANA. “Study and teaching of German at universities in Ukraine and Australia.” 2009. Web. 23 Feb 2020.

Vancouver:

KING O. Study and teaching of German at universities in Ukraine and Australia. [Internet] [Doctoral dissertation]. University of Melbourne; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/11343/35259.

Council of Science Editors:

KING O. Study and teaching of German at universities in Ukraine and Australia. [Doctoral Dissertation]. University of Melbourne; 2009. Available from: http://hdl.handle.net/11343/35259


University of Washington

3. Fukunaga, Sunao. Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels.

Degree: PhD, 2016, University of Washington

 English education in Japan has been stigmatized by a discourse of failure and desire (Seargeant, 2008). It fails to help students attain sufficient English proficiency… (more)

Subjects/Keywords: English as a Foreign Language; English Education Policy; High School; Intersubjectivity; Japan; Language Policy; Education policy; Foreign language education; English as a second language; english

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

APA (6th Edition):

Fukunaga, S. (2016). Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/35575

Chicago Manual of Style (16th Edition):

Fukunaga, Sunao. “Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels.” 2016. Doctoral Dissertation, University of Washington. Accessed February 23, 2020. http://hdl.handle.net/1773/35575.

MLA Handbook (7th Edition):

Fukunaga, Sunao. “Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels.” 2016. Web. 23 Feb 2020.

Vancouver:

Fukunaga S. Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1773/35575.

Council of Science Editors:

Fukunaga S. Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/35575

4. Erickson-Betz, Emily. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.

Degree: 2018, Northern Illinois University

  This mixed methods study examines the difference in high school foreign language learners’ acquisition of French oral proficiency skills by types of task. This… (more)

Subjects/Keywords: Foreign language education; Education; Language

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APA (6th Edition):

Erickson-Betz, E. (2018). Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10784546

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):

Erickson-Betz, Emily. “Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.” 2018. Thesis, Northern Illinois University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10784546.

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

MLA Handbook (7th Edition):

Erickson-Betz, Emily. “Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.” 2018. Web. 23 Feb 2020.

Vancouver:

Erickson-Betz E. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. [Internet] [Thesis]. Northern Illinois University; 2018. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10784546.

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

Council of Science Editors:

Erickson-Betz E. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. [Thesis]. Northern Illinois University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10784546

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

5. Walter, Catherine. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.

Degree: 2016, Lewis and Clark College

  The persistent achievement (opportunity) gap between White and Latino students continues to plague our education system. As schools and policy makers attempt to narrow… (more)

Subjects/Keywords: Foreign language education

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APA (6th Edition):

Walter, C. (2016). Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3742199

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):

Walter, Catherine. “Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.” 2016. Thesis, Lewis and Clark College. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3742199.

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

MLA Handbook (7th Edition):

Walter, Catherine. “Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.” 2016. Web. 23 Feb 2020.

Vancouver:

Walter C. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. [Internet] [Thesis]. Lewis and Clark College; 2016. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742199.

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

Council of Science Editors:

Walter C. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. [Thesis]. Lewis and Clark College; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742199

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


University of Georgia

6. Wooten, Jennifer Ann. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.

Degree: PhD, Foreign Language Education, 2010, University of Georgia

 This qualitative study uses a methodology of performance to investigate how nine non-native teachers of Spanish in grades 6-16 in Georgia public schools construct and… (more)

Subjects/Keywords: Foreign Language Education

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

APA (6th Edition):

Wooten, J. A. (2010). Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd

Chicago Manual of Style (16th Edition):

Wooten, Jennifer Ann. “Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 23, 2020. http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd.

MLA Handbook (7th Edition):

Wooten, Jennifer Ann. “Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.” 2010. Web. 23 Feb 2020.

Vancouver:

Wooten JA. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 23]. Available from: http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd.

Council of Science Editors:

Wooten JA. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd


University of Georgia

7. Colón, Victor Antonio. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.

Degree: PhD, Instructional Technology, 2011, University of Georgia

 Learning a foreign language in a classroom environment can be frustrating to all involved. Presently, teachers use tedious writing assignments in order for students to… (more)

Subjects/Keywords: Foreign Language Education

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APA (6th Edition):

Colón, V. A. (2011). Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd

Chicago Manual of Style (16th Edition):

Colón, Victor Antonio. “Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.” 2011. Doctoral Dissertation, University of Georgia. Accessed February 23, 2020. http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd.

MLA Handbook (7th Edition):

Colón, Victor Antonio. “Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.” 2011. Web. 23 Feb 2020.

Vancouver:

Colón VA. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Feb 23]. Available from: http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd.

Council of Science Editors:

Colón VA. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd

8. Jung, Jae Eun. A developmental process of English vowel acquisition by Korean adult L2 learners.

Degree: 2016, State University of New York at Buffalo

  The purpose of this study is to address Korean adult L2 learners’ developmental English vowel acquisition process. The present study demonstrated how adult L2… (more)

Subjects/Keywords: Foreign language education

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

APA (6th Edition):

Jung, J. E. (2016). A developmental process of English vowel acquisition by Korean adult L2 learners. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10163843

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):

Jung, Jae Eun. “A developmental process of English vowel acquisition by Korean adult L2 learners.” 2016. Thesis, State University of New York at Buffalo. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10163843.

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

MLA Handbook (7th Edition):

Jung, Jae Eun. “A developmental process of English vowel acquisition by Korean adult L2 learners.” 2016. Web. 23 Feb 2020.

Vancouver:

Jung JE. A developmental process of English vowel acquisition by Korean adult L2 learners. [Internet] [Thesis]. State University of New York at Buffalo; 2016. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163843.

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

Council of Science Editors:

Jung JE. A developmental process of English vowel acquisition by Korean adult L2 learners. [Thesis]. State University of New York at Buffalo; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163843

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


University of Cincinnati

9. Woods, Angie L. Reaching Out and Jumping In| The Relational Context of Service-Learning.

Degree: 2013, University of Cincinnati

  This dissertation examines how college students' participation in a Spanish service-learning course affected their perceptions of language culture and community. Findings demonstrate that students… (more)

Subjects/Keywords: Education; Foreign Language

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

APA (6th Edition):

Woods, A. L. (2013). Reaching Out and Jumping In| The Relational Context of Service-Learning. (Thesis). University of Cincinnati. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3597991

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):

Woods, Angie L. “Reaching Out and Jumping In| The Relational Context of Service-Learning.” 2013. Thesis, University of Cincinnati. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3597991.

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

MLA Handbook (7th Edition):

Woods, Angie L. “Reaching Out and Jumping In| The Relational Context of Service-Learning.” 2013. Web. 23 Feb 2020.

Vancouver:

Woods AL. Reaching Out and Jumping In| The Relational Context of Service-Learning. [Internet] [Thesis]. University of Cincinnati; 2013. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3597991.

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

Council of Science Editors:

Woods AL. Reaching Out and Jumping In| The Relational Context of Service-Learning. [Thesis]. University of Cincinnati; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3597991

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


University of Kansas

10. Jiang, Zhuojun. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.

Degree: PhD, Curriculum and Teaching, 2017, University of Kansas

 This study tried to understand how teacher education programs and the practices in American K-12 schools shaped beliefs and behaviors of Chinese language teachers through… (more)

Subjects/Keywords: Foreign language education

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APA (6th Edition):

Jiang, Z. (2017). From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25962

Chicago Manual of Style (16th Edition):

Jiang, Zhuojun. “From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.” 2017. Doctoral Dissertation, University of Kansas. Accessed February 23, 2020. http://hdl.handle.net/1808/25962.

MLA Handbook (7th Edition):

Jiang, Zhuojun. “From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.” 2017. Web. 23 Feb 2020.

Vancouver:

Jiang Z. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1808/25962.

Council of Science Editors:

Jiang Z. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25962


West Virginia University

11. Riepel, Joern-Timo. The Web 2.0 Revolution: Using technology to shape standard-based instruction.

Degree: MA, World Languages, Literatures and Linguistics, 2011, West Virginia University

 Different Web 2.0 applications, such as weblogs, podcasts, wikis, and twitter have revolutionized the way people interact online and opened a path to a new… (more)

Subjects/Keywords: Foreign language education

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

APA (6th Edition):

Riepel, J. (2011). The Web 2.0 Revolution: Using technology to shape standard-based instruction. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/4772

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):

Riepel, Joern-Timo. “The Web 2.0 Revolution: Using technology to shape standard-based instruction.” 2011. Thesis, West Virginia University. Accessed February 23, 2020. https://researchrepository.wvu.edu/etd/4772.

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

MLA Handbook (7th Edition):

Riepel, Joern-Timo. “The Web 2.0 Revolution: Using technology to shape standard-based instruction.” 2011. Web. 23 Feb 2020.

Vancouver:

Riepel J. The Web 2.0 Revolution: Using technology to shape standard-based instruction. [Internet] [Thesis]. West Virginia University; 2011. [cited 2020 Feb 23]. Available from: https://researchrepository.wvu.edu/etd/4772.

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

Council of Science Editors:

Riepel J. The Web 2.0 Revolution: Using technology to shape standard-based instruction. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/4772

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


University of California – Berkeley

12. Merritt, Sharon. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.

Degree: Education, 2011, University of California – Berkeley

 As Two-Way Language (TWI or dual language) Immersion programs, located most often in elementary school settings, have continued to increase across the nation over the… (more)

Subjects/Keywords: Foreign language instruction; Pedagogy; Middle school education; Dual language; language ideologies; language policy; metaphor; Two-way immersion; World Language

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

APA (6th Edition):

Merritt, S. (2011). Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4272613c

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):

Merritt, Sharon. “Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.” 2011. Thesis, University of California – Berkeley. Accessed February 23, 2020. http://www.escholarship.org/uc/item/4272613c.

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

MLA Handbook (7th Edition):

Merritt, Sharon. “Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.” 2011. Web. 23 Feb 2020.

Vancouver:

Merritt S. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Feb 23]. Available from: http://www.escholarship.org/uc/item/4272613c.

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

Council of Science Editors:

Merritt S. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/4272613c

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


Georgetown University

13. Gurzynski-Weiss, Laura. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.

Degree: 2010, Georgetown University

  The role of interactional feedback has been a critical area of second language acquisition (SLA) research for decades and while findings suggest interactional feedback… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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

APA (6th Edition):

Gurzynski-Weiss, L. (2010). Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3412596

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):

Gurzynski-Weiss, Laura. “Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.” 2010. Thesis, Georgetown University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3412596.

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

MLA Handbook (7th Edition):

Gurzynski-Weiss, Laura. “Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.” 2010. Web. 23 Feb 2020.

Vancouver:

Gurzynski-Weiss L. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. [Internet] [Thesis]. Georgetown University; 2010. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412596.

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

Council of Science Editors:

Gurzynski-Weiss L. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. [Thesis]. Georgetown University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412596

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


Temple University

14. Poteau, Christine E. Effects of interlocutor familiarity on second language learning in group work.

Degree: 2011, Temple University

  Recent research in second language acquisition has focused on the effects of group work on learning by examining various factors (i.e., motivation, age, task,… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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

APA (6th Edition):

Poteau, C. E. (2011). Effects of interlocutor familiarity on second language learning in group work. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3440117

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):

Poteau, Christine E. “Effects of interlocutor familiarity on second language learning in group work.” 2011. Thesis, Temple University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3440117.

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

MLA Handbook (7th Edition):

Poteau, Christine E. “Effects of interlocutor familiarity on second language learning in group work.” 2011. Web. 23 Feb 2020.

Vancouver:

Poteau CE. Effects of interlocutor familiarity on second language learning in group work. [Internet] [Thesis]. Temple University; 2011. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440117.

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

Council of Science Editors:

Poteau CE. Effects of interlocutor familiarity on second language learning in group work. [Thesis]. Temple University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440117

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


Georgetown University

15. Sachs, Rebecca Raewyn. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.

Degree: 2011, Georgetown University

  Second language acquisition research into the effects of corrective feedback has investigated a variety of learning targets using a wide range of implicit and… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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

APA (6th Edition):

Sachs, R. R. (2011). Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450858

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):

Sachs, Rebecca Raewyn. “Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.” 2011. Thesis, Georgetown University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3450858.

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

MLA Handbook (7th Edition):

Sachs, Rebecca Raewyn. “Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.” 2011. Web. 23 Feb 2020.

Vancouver:

Sachs RR. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. [Internet] [Thesis]. Georgetown University; 2011. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450858.

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

Council of Science Editors:

Sachs RR. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. [Thesis]. Georgetown University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450858

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

16. Martin, Veronique. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.

Degree: 2014, State University of New York at Albany

  Since the early 2000s, foreign language practitioners and researchers have shown an increasing interest in exploring the affordances of multimodal telecollaborative environments for the… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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

APA (6th Edition):

Martin, V. (2014). Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3603261

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):

Martin, Veronique. “Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.” 2014. Thesis, State University of New York at Albany. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3603261.

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

MLA Handbook (7th Edition):

Martin, Veronique. “Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.” 2014. Web. 23 Feb 2020.

Vancouver:

Martin V. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. [Internet] [Thesis]. State University of New York at Albany; 2014. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3603261.

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

Council of Science Editors:

Martin V. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. [Thesis]. State University of New York at Albany; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3603261

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


San Jose State University

17. Ryan, Mary Moran. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.

Degree: 2017, San Jose State University

  In this thesis, a new methodology is proposed for investigating Spanish [s] lenition (sound weakening or loss) via morphological analysis instead of phonetics. Word-final… (more)

Subjects/Keywords: Linguistics; Foreign language education; Language

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

APA (6th Edition):

Ryan, M. M. (2017). Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. (Thesis). San Jose State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10633842

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):

Ryan, Mary Moran. “Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.” 2017. Thesis, San Jose State University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10633842.

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

MLA Handbook (7th Edition):

Ryan, Mary Moran. “Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.” 2017. Web. 23 Feb 2020.

Vancouver:

Ryan MM. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. [Internet] [Thesis]. San Jose State University; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10633842.

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

Council of Science Editors:

Ryan MM. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. [Thesis]. San Jose State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10633842

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


Indiana University

18. Rose, Marda C. Pragmatic development of L2 Spanish proposals in planning talk.

Degree: 2013, Indiana University

  This study examines proposals made during planning talk—a speech act that has received little attention in previous literature—to determine the applicability of the stages… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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APA (6th Edition):

Rose, M. C. (2013). Pragmatic development of L2 Spanish proposals in planning talk. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3599236

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):

Rose, Marda C. “Pragmatic development of L2 Spanish proposals in planning talk.” 2013. Thesis, Indiana University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.

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

MLA Handbook (7th Edition):

Rose, Marda C. “Pragmatic development of L2 Spanish proposals in planning talk.” 2013. Web. 23 Feb 2020.

Vancouver:

Rose MC. Pragmatic development of L2 Spanish proposals in planning talk. [Internet] [Thesis]. Indiana University; 2013. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.

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

Council of Science Editors:

Rose MC. Pragmatic development of L2 Spanish proposals in planning talk. [Thesis]. Indiana University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3599236

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

19. Umbreen, Saima. Ideologies of language and negotiation of multilayered identities in an age of superdiversity.

Degree: 2014, State University of New York at Buffalo

  Researchers of super-diversity, a state of intense cultural heterogeneity common mostly in urban centers across the globe, have strongly emphasized the potential for rigorous… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

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APA (6th Edition):

Umbreen, S. (2014). Ideologies of language and negotiation of multilayered identities in an age of superdiversity. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3629866

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):

Umbreen, Saima. “Ideologies of language and negotiation of multilayered identities in an age of superdiversity.” 2014. Thesis, State University of New York at Buffalo. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3629866.

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

MLA Handbook (7th Edition):

Umbreen, Saima. “Ideologies of language and negotiation of multilayered identities in an age of superdiversity.” 2014. Web. 23 Feb 2020.

Vancouver:

Umbreen S. Ideologies of language and negotiation of multilayered identities in an age of superdiversity. [Internet] [Thesis]. State University of New York at Buffalo; 2014. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629866.

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

Council of Science Editors:

Umbreen S. Ideologies of language and negotiation of multilayered identities in an age of superdiversity. [Thesis]. State University of New York at Buffalo; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629866

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

20. Pierfederici-Leifer, Monica. Italian Teachers' Intercultural Pedagogical Strategies in Multicultural Classroom.

Degree: 2014, University of California – eScholarship, University of California

 Italian socio-cultural landscape has changed dramatically in a relatively short time (since the early 1990s). Due to the influx of immigrants and the changing demographics… (more)

Subjects/Keywords: Education; Education policy; Foreign language instruction; Applied Linguisitcs; Classroom; Ethnography; Italy; Pedagogy; Qualitative Research

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

APA (6th Edition):

Pierfederici-Leifer, M. (2014). Italian Teachers' Intercultural Pedagogical Strategies in Multicultural Classroom. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/3db1b7c2

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):

Pierfederici-Leifer, Monica. “Italian Teachers' Intercultural Pedagogical Strategies in Multicultural Classroom.” 2014. Thesis, University of California – eScholarship, University of California. Accessed February 23, 2020. http://www.escholarship.org/uc/item/3db1b7c2.

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

MLA Handbook (7th Edition):

Pierfederici-Leifer, Monica. “Italian Teachers' Intercultural Pedagogical Strategies in Multicultural Classroom.” 2014. Web. 23 Feb 2020.

Vancouver:

Pierfederici-Leifer M. Italian Teachers' Intercultural Pedagogical Strategies in Multicultural Classroom. [Internet] [Thesis]. University of California – eScholarship, University of California; 2014. [cited 2020 Feb 23]. Available from: http://www.escholarship.org/uc/item/3db1b7c2.

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

Council of Science Editors:

Pierfederici-Leifer M. Italian Teachers' Intercultural Pedagogical Strategies in Multicultural Classroom. [Thesis]. University of California – eScholarship, University of California; 2014. Available from: http://www.escholarship.org/uc/item/3db1b7c2

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

21. Gutierrez Estrada, Maria Rebeca. Emergent Identities and Representations in ELT in Minority Language Contexts in Northern Mexico.

Degree: PhD, Education, 2015, York University

 In the early 2000s, Mexico experienced a series of changes modelled after UNESCO’s guidelines for intercultural education, which necessitated the establishment of the General Office… (more)

Subjects/Keywords: Education; Sociolinguistics; Foreign language instruction; Minority language teaching; English language teaching; language policy and planning; indigenous languages in Mexico; indigenous identity

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

APA (6th Edition):

Gutierrez Estrada, M. R. (2015). Emergent Identities and Representations in ELT in Minority Language Contexts in Northern Mexico. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/30717

Chicago Manual of Style (16th Edition):

Gutierrez Estrada, Maria Rebeca. “Emergent Identities and Representations in ELT in Minority Language Contexts in Northern Mexico.” 2015. Doctoral Dissertation, York University. Accessed February 23, 2020. http://hdl.handle.net/10315/30717.

MLA Handbook (7th Edition):

Gutierrez Estrada, Maria Rebeca. “Emergent Identities and Representations in ELT in Minority Language Contexts in Northern Mexico.” 2015. Web. 23 Feb 2020.

Vancouver:

Gutierrez Estrada MR. Emergent Identities and Representations in ELT in Minority Language Contexts in Northern Mexico. [Internet] [Doctoral dissertation]. York University; 2015. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10315/30717.

Council of Science Editors:

Gutierrez Estrada MR. Emergent Identities and Representations in ELT in Minority Language Contexts in Northern Mexico. [Doctoral Dissertation]. York University; 2015. Available from: http://hdl.handle.net/10315/30717


Colorado State University

22. Waack, Brittany L. Motivation of second language learners| The influence on culture acquisition.

Degree: 2011, Colorado State University

  Second language (L2) acquisition does not consist solely of vocabulary, syntax and conjugations, it is necessary that learners also have an understanding of the… (more)

Subjects/Keywords: Education, Foreign Language; Education, Multilingual

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APA (6th Edition):

Waack, B. L. (2011). Motivation of second language learners| The influence on culture acquisition. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1483965

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):

Waack, Brittany L. “Motivation of second language learners| The influence on culture acquisition.” 2011. Thesis, Colorado State University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1483965.

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

MLA Handbook (7th Edition):

Waack, Brittany L. “Motivation of second language learners| The influence on culture acquisition.” 2011. Web. 23 Feb 2020.

Vancouver:

Waack BL. Motivation of second language learners| The influence on culture acquisition. [Internet] [Thesis]. Colorado State University; 2011. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1483965.

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

Council of Science Editors:

Waack BL. Motivation of second language learners| The influence on culture acquisition. [Thesis]. Colorado State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1483965

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


Indiana University

23. Pookcharoen, Suphawat. Metacognitive online reading strategies among Thai EFL university students.

Degree: 2010, Indiana University

  Having the skills and strategies to comprehend and respond to information on the Internet plays a crucial role in students' success in a digital… (more)

Subjects/Keywords: Education, Foreign Language; Education, Reading

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

APA (6th Edition):

Pookcharoen, S. (2010). Metacognitive online reading strategies among Thai EFL university students. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3390322

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):

Pookcharoen, Suphawat. “Metacognitive online reading strategies among Thai EFL university students.” 2010. Thesis, Indiana University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3390322.

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

MLA Handbook (7th Edition):

Pookcharoen, Suphawat. “Metacognitive online reading strategies among Thai EFL university students.” 2010. Web. 23 Feb 2020.

Vancouver:

Pookcharoen S. Metacognitive online reading strategies among Thai EFL university students. [Internet] [Thesis]. Indiana University; 2010. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3390322.

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

Council of Science Editors:

Pookcharoen S. Metacognitive online reading strategies among Thai EFL university students. [Thesis]. Indiana University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3390322

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

24. Taverney, Kathryn Cotariu. The Perceived Long-Term Benefits of Short Term Study Abroad| A Case Study.

Degree: 2016, Northcentral University

  In the field of foreign language learning, there is much literature regarding the necessity of concurrent language and cultural competence acquisition, particularly in the… (more)

Subjects/Keywords: Foreign language education; Education

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APA (6th Edition):

Taverney, K. C. (2016). The Perceived Long-Term Benefits of Short Term Study Abroad| A Case Study. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10124238

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):

Taverney, Kathryn Cotariu. “The Perceived Long-Term Benefits of Short Term Study Abroad| A Case Study.” 2016. Thesis, Northcentral University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10124238.

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

MLA Handbook (7th Edition):

Taverney, Kathryn Cotariu. “The Perceived Long-Term Benefits of Short Term Study Abroad| A Case Study.” 2016. Web. 23 Feb 2020.

Vancouver:

Taverney KC. The Perceived Long-Term Benefits of Short Term Study Abroad| A Case Study. [Internet] [Thesis]. Northcentral University; 2016. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10124238.

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

Council of Science Editors:

Taverney KC. The Perceived Long-Term Benefits of Short Term Study Abroad| A Case Study. [Thesis]. Northcentral University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10124238

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

25. Bonilla, Nancy L. Fostering students' oral proficiency during study abroad| A mixed-methods investigation of one program's response.

Degree: 2015, Regent University

  Although it is assumed that students who study abroad will return with improved oral proficiency, a review of research findings revealed that oral gains… (more)

Subjects/Keywords: Foreign language education; Higher education

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APA (6th Edition):

Bonilla, N. L. (2015). Fostering students' oral proficiency during study abroad| A mixed-methods investigation of one program's response. (Thesis). Regent University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3733445

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):

Bonilla, Nancy L. “Fostering students' oral proficiency during study abroad| A mixed-methods investigation of one program's response.” 2015. Thesis, Regent University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3733445.

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

MLA Handbook (7th Edition):

Bonilla, Nancy L. “Fostering students' oral proficiency during study abroad| A mixed-methods investigation of one program's response.” 2015. Web. 23 Feb 2020.

Vancouver:

Bonilla NL. Fostering students' oral proficiency during study abroad| A mixed-methods investigation of one program's response. [Internet] [Thesis]. Regent University; 2015. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3733445.

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

Council of Science Editors:

Bonilla NL. Fostering students' oral proficiency during study abroad| A mixed-methods investigation of one program's response. [Thesis]. Regent University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3733445

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


University of Hong Kong

26. Otomo, Ruriko. Japan's economic partnership agreement as language policy : creation, interpretation, appropriation.

Degree: PhD, 2017, University of Hong Kong

 Ongoing labour shortages in the healthcare sector are becoming pressing issues for Japan, a country with an aging population and declining birth rate. In order… (more)

Subjects/Keywords: Language policy - Japan; Language - Japan - Foreign workers

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

APA (6th Edition):

Otomo, R. (2017). Japan's economic partnership agreement as language policy : creation, interpretation, appropriation. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/250741

Chicago Manual of Style (16th Edition):

Otomo, Ruriko. “Japan's economic partnership agreement as language policy : creation, interpretation, appropriation.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed February 23, 2020. http://hdl.handle.net/10722/250741.

MLA Handbook (7th Edition):

Otomo, Ruriko. “Japan's economic partnership agreement as language policy : creation, interpretation, appropriation.” 2017. Web. 23 Feb 2020.

Vancouver:

Otomo R. Japan's economic partnership agreement as language policy : creation, interpretation, appropriation. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10722/250741.

Council of Science Editors:

Otomo R. Japan's economic partnership agreement as language policy : creation, interpretation, appropriation. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/250741


Indiana University

27. Killam, Jason. An interlanguage analysis of differential object marking in L2 Spanish.

Degree: 2012, Indiana University

  This dissertation examines the second language acquisition of marking patterns with human animate direct objects in Spanish. While variation is claimed to exist among… (more)

Subjects/Keywords: Language, Linguistics; Language, Modern; Education, Foreign Language

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

APA (6th Edition):

Killam, J. (2012). An interlanguage analysis of differential object marking in L2 Spanish. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488206

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):

Killam, Jason. “An interlanguage analysis of differential object marking in L2 Spanish.” 2012. Thesis, Indiana University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3488206.

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

MLA Handbook (7th Edition):

Killam, Jason. “An interlanguage analysis of differential object marking in L2 Spanish.” 2012. Web. 23 Feb 2020.

Vancouver:

Killam J. An interlanguage analysis of differential object marking in L2 Spanish. [Internet] [Thesis]. Indiana University; 2012. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488206.

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

Council of Science Editors:

Killam J. An interlanguage analysis of differential object marking in L2 Spanish. [Thesis]. Indiana University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488206

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


Georgetown University

28. Baralt, Melissa Lorrain. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.

Degree: 2010, Georgetown University

  The construct of cognitive complexity has played an increasingly important role in studies on task design, which aim to explore how increases in the… (more)

Subjects/Keywords: Language, Linguistics; Language, Modern; Education, Foreign Language

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APA (6th Edition):

Baralt, M. L. (2010). Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3412595

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):

Baralt, Melissa Lorrain. “Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.” 2010. Thesis, Georgetown University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3412595.

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

MLA Handbook (7th Edition):

Baralt, Melissa Lorrain. “Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.” 2010. Web. 23 Feb 2020.

Vancouver:

Baralt ML. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. [Internet] [Thesis]. Georgetown University; 2010. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412595.

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

Council of Science Editors:

Baralt ML. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. [Thesis]. Georgetown University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412595

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


University of Akron

29. Bordo, Vanessa C. Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations.

Degree: MA, Theatre Arts-Arts Administration, 2011, University of Akron

 The research hypothesis of this case study is that the natural marriage of language and arts can both strengthen foreign language learning and the vitality… (more)

Subjects/Keywords: Art Education; Arts Management; Bilingual Education; Curricula; Curriculum Development; Education; Education Policy; Fine Arts; Foreign Language; Language; Language Arts; Modern Language; Multicultural Education; Multilingual Education; Museums; Museum Studies; Performin; Arts Administration; Foreign Language; French; Art Gallery; Language Acquisition

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

APA (6th Edition):

Bordo, V. C. (2011). Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640

Chicago Manual of Style (16th Edition):

Bordo, Vanessa C. “Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations.” 2011. Masters Thesis, University of Akron. Accessed February 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640.

MLA Handbook (7th Edition):

Bordo, Vanessa C. “Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations.” 2011. Web. 23 Feb 2020.

Vancouver:

Bordo VC. Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations. [Internet] [Masters thesis]. University of Akron; 2011. [cited 2020 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640.

Council of Science Editors:

Bordo VC. Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations. [Masters Thesis]. University of Akron; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640


The University of Arizona

30. Coto Solano, Rolando Alberto. Tonal reduction and literacy in Me'ph aa Vathaa.

Degree: 2017, The University of Arizona

  This study examines the relationship between tonal phonetics, tonal reduction and orthographic patterns produced by Me'ph aa Vátháá speaking teachers. It discusses these patterns… (more)

Subjects/Keywords: Linguistics; Foreign language education; Multicultural Education; Language

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

APA (6th Edition):

Coto Solano, R. A. (2017). Tonal reduction and literacy in Me'ph aa Vathaa. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10254454

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):

Coto Solano, Rolando Alberto. “Tonal reduction and literacy in Me'ph aa Vathaa.” 2017. Thesis, The University of Arizona. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10254454.

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

MLA Handbook (7th Edition):

Coto Solano, Rolando Alberto. “Tonal reduction and literacy in Me'ph aa Vathaa.” 2017. Web. 23 Feb 2020.

Vancouver:

Coto Solano RA. Tonal reduction and literacy in Me'ph aa Vathaa. [Internet] [Thesis]. The University of Arizona; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10254454.

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

Council of Science Editors:

Coto Solano RA. Tonal reduction and literacy in Me'ph aa Vathaa. [Thesis]. The University of Arizona; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10254454

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

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