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You searched for subject:(nonnative teachers). Showing records 1 – 19 of 19 total matches.

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University of Arizona

1. Viafara Gonzalez, John Jairo. Self-Perceived (Non) Nativeness And Colombian Prospective English Teachers In Telecollaboration .

Degree: 2015, University of Arizona

 Previous studies on nonnative English speaker teachers (NNESTs) (Reyes & Medgyes, 1994; Samimy & Brutt-Griffler, 1999; Llurda, 2008; Rajagopalan, 2005) and publications in World Englishes… (more)

Subjects/Keywords: EFL Pre-service teachers; Language ideologies; Nativespeakerism; Nonnative speaker teachers; Telecollaboration; Second Language Acquisition & Teaching; Colombian Prospective Teachers

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APA (6th Edition):

Viafara Gonzalez, J. J. (2015). Self-Perceived (Non) Nativeness And Colombian Prospective English Teachers In Telecollaboration . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/347228

Chicago Manual of Style (16th Edition):

Viafara Gonzalez, John Jairo. “Self-Perceived (Non) Nativeness And Colombian Prospective English Teachers In Telecollaboration .” 2015. Doctoral Dissertation, University of Arizona. Accessed January 29, 2020. http://hdl.handle.net/10150/347228.

MLA Handbook (7th Edition):

Viafara Gonzalez, John Jairo. “Self-Perceived (Non) Nativeness And Colombian Prospective English Teachers In Telecollaboration .” 2015. Web. 29 Jan 2020.

Vancouver:

Viafara Gonzalez JJ. Self-Perceived (Non) Nativeness And Colombian Prospective English Teachers In Telecollaboration . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/10150/347228.

Council of Science Editors:

Viafara Gonzalez JJ. Self-Perceived (Non) Nativeness And Colombian Prospective English Teachers In Telecollaboration . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/347228


Texas A&M University

2. Ates, Burcu. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.

Degree: 2010, Texas A&M University

 The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants… (more)

Subjects/Keywords: Native and Nonnative English Speaking Graduate Teaching Assistants; Preservice Teachers; ESL Methodology Courses

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APA (6th Edition):

Ates, B. (2010). Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Thesis, Texas A&M University. Accessed January 29, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

MLA Handbook (7th Edition):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Web. 29 Jan 2020.

Vancouver:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

Council of Science Editors:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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


UCLA

3. Chung, Ka Hye. Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts.

Degree: Applied Linguistics, 2014, UCLA

 While a growing number of second language courses are taught by both native and nonnative speaker teachers, the assumption that native speakers are inherently more… (more)

Subjects/Keywords: Foreign language instruction; Education; Language; Heritage language students; (Non)native language; Nonnative speaker teachers; Power relations; Professional identities; Teachers' self-perceptions

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APA (6th Edition):

Chung, K. H. (2014). Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7wr3j84g

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):

Chung, Ka Hye. “Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts.” 2014. Thesis, UCLA. Accessed January 29, 2020. http://www.escholarship.org/uc/item/7wr3j84g.

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

MLA Handbook (7th Edition):

Chung, Ka Hye. “Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts.” 2014. Web. 29 Jan 2020.

Vancouver:

Chung KH. Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Jan 29]. Available from: http://www.escholarship.org/uc/item/7wr3j84g.

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

Council of Science Editors:

Chung KH. Nonnative Speaker Teachers' Professional Identities: The Effects of Teaching Experience and Linguistic and Social Contexts. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/7wr3j84g

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


University of Cincinnati

4. DUFFIELD, EBRU DIRSEL. INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION.

Degree: EdD, Education : Literacy, 2002, University of Cincinnati

 The present case study investigated the process of transformation in 5 nonnative English-speaking teachers’ (NNETs’) perceptions regarding their identity and self. The purpose of the… (more)

Subjects/Keywords: nonnative English-speaking teachers; teacher identity; identity transformation; teacher perceptions; nonnative teacher identity

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APA (6th Edition):

DUFFIELD, E. D. (2002). INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026829874

Chicago Manual of Style (16th Edition):

DUFFIELD, EBRU DIRSEL. “INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION.” 2002. Doctoral Dissertation, University of Cincinnati. Accessed January 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026829874.

MLA Handbook (7th Edition):

DUFFIELD, EBRU DIRSEL. “INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION.” 2002. Web. 29 Jan 2020.

Vancouver:

DUFFIELD ED. INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION. [Internet] [Doctoral dissertation]. University of Cincinnati; 2002. [cited 2020 Jan 29]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026829874.

Council of Science Editors:

DUFFIELD ED. INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION. [Doctoral Dissertation]. University of Cincinnati; 2002. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026829874


Brigham Young University

5. Judd, Syringa Joanah. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.

Degree: MA, 2019, Brigham Young University

  This study explored the impact of the importation of expatriate English teachers on the morale of the Malaysian English teachers and attempted to identify… (more)

Subjects/Keywords: Expatriate; native teachers; nonnative teachers; self-ascription; inner-circle; outer circle; expanding circle; L1: first language; L2: second language; TESOL: teaching English to speakers of other languages; ELT: English language teaching; NESTs: native English-speaking teachers; nonNESTs: nonnative English-speaking teachers; MOE: Ministry of Education in Malaysia.; Education

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APA (6th Edition):

Judd, S. J. (2019). Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd

Chicago Manual of Style (16th Edition):

Judd, Syringa Joanah. “Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.” 2019. Masters Thesis, Brigham Young University. Accessed January 29, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd.

MLA Handbook (7th Edition):

Judd, Syringa Joanah. “Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.” 2019. Web. 29 Jan 2020.

Vancouver:

Judd SJ. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2020 Jan 29]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd.

Council of Science Editors:

Judd SJ. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd


University of Florida

6. Tang, Man. Educational Reform to Build Students Communicative Competence of English as an International Language in China.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The College English Curriculum Reform (CECR) 2007 marks a significant shift in goals of college English education in China. College students are required to develop… (more)

Subjects/Keywords: British culture; College English; College instruction; College students; English teachers; Foreign language learning; Language; Learning; Native languages; Nonnative languages; china  – communicative  – education  – english  – international  – reform

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APA (6th Edition):

Tang, M. (2016). Educational Reform to Build Students Communicative Competence of English as an International Language in China. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050487

Chicago Manual of Style (16th Edition):

Tang, Man. “Educational Reform to Build Students Communicative Competence of English as an International Language in China.” 2016. Masters Thesis, University of Florida. Accessed January 29, 2020. http://ufdc.ufl.edu/UFE0050487.

MLA Handbook (7th Edition):

Tang, Man. “Educational Reform to Build Students Communicative Competence of English as an International Language in China.” 2016. Web. 29 Jan 2020.

Vancouver:

Tang M. Educational Reform to Build Students Communicative Competence of English as an International Language in China. [Internet] [Masters thesis]. University of Florida; 2016. [cited 2020 Jan 29]. Available from: http://ufdc.ufl.edu/UFE0050487.

Council of Science Editors:

Tang M. Educational Reform to Build Students Communicative Competence of English as an International Language in China. [Masters Thesis]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050487


University of Florida

7. Li, Jingwei. Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 Code-switching is a common and sophisticated language phenomena in college level English Classroom among students who are learning English as a Foreign Language (EFL). In… (more)

Subjects/Keywords: Bilingual education; Classrooms; Code switching; College instruction; English teachers; Foreign language education; Foreign language learning; Language; Nonnative languages; Second language instruction; classroom  – code-switching  – efl

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APA (6th Edition):

Li, J. (2015). Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0048954

Chicago Manual of Style (16th Edition):

Li, Jingwei. “Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors.” 2015. Masters Thesis, University of Florida. Accessed January 29, 2020. http://ufdc.ufl.edu/UFE0048954.

MLA Handbook (7th Edition):

Li, Jingwei. “Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors.” 2015. Web. 29 Jan 2020.

Vancouver:

Li J. Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors. [Internet] [Masters thesis]. University of Florida; 2015. [cited 2020 Jan 29]. Available from: http://ufdc.ufl.edu/UFE0048954.

Council of Science Editors:

Li J. Faculty Perceptions of Code-Switching between English and Chinese among English as a Foreign Language (EFL) Majors. [Masters Thesis]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0048954


The Ohio State University

8. Lee, Jeong-Ah. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 Researchers in education have documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. Yet, in the field of… (more)

Subjects/Keywords: Education; Teachers' sense of efficacy; Elementary EFL education; Nonnative English speaking teacher education; Attitudes toward the English Language; English language proficiency; English teaching confidence

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APA (6th Edition):

Lee, J. (2009). Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070

Chicago Manual of Style (16th Edition):

Lee, Jeong-Ah. “Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.” 2009. Doctoral Dissertation, The Ohio State University. Accessed January 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070.

MLA Handbook (7th Edition):

Lee, Jeong-Ah. “Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.” 2009. Web. 29 Jan 2020.

Vancouver:

Lee J. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Jan 29]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070.

Council of Science Editors:

Lee J. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070


University of Arizona

9. Barletta Manjarres, Norma Patricia. English Teachers in Colombia: Ideologies and Identities in Academic Writing .

Degree: 2007, University of Arizona

 English Language Teaching (ELT) can be considered an ideological enterprise especially at a time when the spread of English and the ELT profession are related… (more)

Subjects/Keywords: critical discourse analysis; ideology; identity; academic writing; teacher education; nonnative teachers

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APA (6th Edition):

Barletta Manjarres, N. P. (2007). English Teachers in Colombia: Ideologies and Identities in Academic Writing . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193920

Chicago Manual of Style (16th Edition):

Barletta Manjarres, Norma Patricia. “English Teachers in Colombia: Ideologies and Identities in Academic Writing .” 2007. Doctoral Dissertation, University of Arizona. Accessed January 29, 2020. http://hdl.handle.net/10150/193920.

MLA Handbook (7th Edition):

Barletta Manjarres, Norma Patricia. “English Teachers in Colombia: Ideologies and Identities in Academic Writing .” 2007. Web. 29 Jan 2020.

Vancouver:

Barletta Manjarres NP. English Teachers in Colombia: Ideologies and Identities in Academic Writing . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/10150/193920.

Council of Science Editors:

Barletta Manjarres NP. English Teachers in Colombia: Ideologies and Identities in Academic Writing . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/193920


University of Toronto

10. Ramjattan, Anil Vijay. Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto.

Degree: 2014, University of Toronto

Like other service workers, racialized English for Speakers of Other Languages (ESOL) teachers in private-language schools are judged on their embodied traits, which are their… (more)

Subjects/Keywords: embodiment in service work; native and 'nonnative' speakers of English; private-language schools; professional identity construction; racialized ESOL teachers; racial microaggressions; 0441

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APA (6th Edition):

Ramjattan, A. V. (2014). Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68508

Chicago Manual of Style (16th Edition):

Ramjattan, Anil Vijay. “Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto.” 2014. Masters Thesis, University of Toronto. Accessed January 29, 2020. http://hdl.handle.net/1807/68508.

MLA Handbook (7th Edition):

Ramjattan, Anil Vijay. “Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto.” 2014. Web. 29 Jan 2020.

Vancouver:

Ramjattan AV. Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/1807/68508.

Council of Science Editors:

Ramjattan AV. Excuse Me, are You the Teacher?: The Experiences of Racialized ESOL Teachers in Private-language Schools in Toronto. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68508


Leiden University

11. Chen, D. Intercultural identities of non-native teachers of English: an exploration in China and the Netherlands.

Degree: 2017, Leiden University

 This dissertation reports on how Chinese and Dutch non-native teachers of English as a foreign language in secondary education in different countries perceive themselves as… (more)

Subjects/Keywords: Nonnative EFL teachers; Culture; Values; Intercultural identity; Culture teaching; English teaching; Secondary education; Nonnative EFL teachers; Culture; Values; Intercultural identity; Culture teaching; English teaching; Secondary education

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APA (6th Edition):

Chen, D. (2017). Intercultural identities of non-native teachers of English: an exploration in China and the Netherlands. (Doctoral Dissertation). Leiden University. Retrieved from http://hdl.handle.net/1887/56024

Chicago Manual of Style (16th Edition):

Chen, D. “Intercultural identities of non-native teachers of English: an exploration in China and the Netherlands.” 2017. Doctoral Dissertation, Leiden University. Accessed January 29, 2020. http://hdl.handle.net/1887/56024.

MLA Handbook (7th Edition):

Chen, D. “Intercultural identities of non-native teachers of English: an exploration in China and the Netherlands.” 2017. Web. 29 Jan 2020.

Vancouver:

Chen D. Intercultural identities of non-native teachers of English: an exploration in China and the Netherlands. [Internet] [Doctoral dissertation]. Leiden University; 2017. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/1887/56024.

Council of Science Editors:

Chen D. Intercultural identities of non-native teachers of English: an exploration in China and the Netherlands. [Doctoral Dissertation]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/56024


Macquarie University

12. Nenchin, Jacqueline Endres. Native and nonnative English-speaking teachers of English and their academic literacy.

Degree: 2011, Macquarie University

"This thesis is presented for the degree of PhD in Applied Linguistics, Macquarie University, Division of Linguistics and Psychology, 2011".

Bibliography: pages 322-346.

1. Introduction… (more)

Subjects/Keywords: English teachers  – Language; Teachers, Foreign  – Language  – Ability testing; Literacy  – Evaluation; Functional literacy; Functionalism (Linguistics); Language and languages  – Study and teaching  – Evaluation; systemic functional linguistics; socioliteracy; native speaker; nonnative English speaking teachers; academic literacy; literacy development

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APA (6th Edition):

Nenchin, J. E. (2011). Native and nonnative English-speaking teachers of English and their academic literacy. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/264976

Chicago Manual of Style (16th Edition):

Nenchin, Jacqueline Endres. “Native and nonnative English-speaking teachers of English and their academic literacy.” 2011. Doctoral Dissertation, Macquarie University. Accessed January 29, 2020. http://hdl.handle.net/1959.14/264976.

MLA Handbook (7th Edition):

Nenchin, Jacqueline Endres. “Native and nonnative English-speaking teachers of English and their academic literacy.” 2011. Web. 29 Jan 2020.

Vancouver:

Nenchin JE. Native and nonnative English-speaking teachers of English and their academic literacy. [Internet] [Doctoral dissertation]. Macquarie University; 2011. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/1959.14/264976.

Council of Science Editors:

Nenchin JE. Native and nonnative English-speaking teachers of English and their academic literacy. [Doctoral Dissertation]. Macquarie University; 2011. Available from: http://hdl.handle.net/1959.14/264976


University of Florida

13. Hart, Timothy. Japanese language instruction in U.S. elementary schools.

Degree: EdD, Instruction and Curriculum, 1998, University of Florida

Subjects/Keywords: Child psychology; Elementary schools; Foreign language learning; High schools; Japanese culture; Language teachers; Learning; Nonnative languages; Schools; Teachers

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APA (6th Edition):

Hart, T. (1998). Japanese language instruction in U.S. elementary schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00047712

Chicago Manual of Style (16th Edition):

Hart, Timothy. “Japanese language instruction in U.S. elementary schools.” 1998. Doctoral Dissertation, University of Florida. Accessed January 29, 2020. http://ufdc.ufl.edu/AA00047712.

MLA Handbook (7th Edition):

Hart, Timothy. “Japanese language instruction in U.S. elementary schools.” 1998. Web. 29 Jan 2020.

Vancouver:

Hart T. Japanese language instruction in U.S. elementary schools. [Internet] [Doctoral dissertation]. University of Florida; 1998. [cited 2020 Jan 29]. Available from: http://ufdc.ufl.edu/AA00047712.

Council of Science Editors:

Hart T. Japanese language instruction in U.S. elementary schools. [Doctoral Dissertation]. University of Florida; 1998. Available from: http://ufdc.ufl.edu/AA00047712


University of Florida

14. Darer, Veronica. Social and pedagogical processes in Spanish as a second language classrooms.

Degree: PhD, Instruction and Curriculum, 1996, University of Florida

Subjects/Keywords: Classrooms; Foreign language learning; High school students; Language; Learning; Nonnative languages; Social interaction; Students; Teachers; Vocabulary

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APA (6th Edition):

Darer, V. (1996). Social and pedagogical processes in Spanish as a second language classrooms. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00014236

Chicago Manual of Style (16th Edition):

Darer, Veronica. “Social and pedagogical processes in Spanish as a second language classrooms.” 1996. Doctoral Dissertation, University of Florida. Accessed January 29, 2020. http://ufdc.ufl.edu/AA00014236.

MLA Handbook (7th Edition):

Darer, Veronica. “Social and pedagogical processes in Spanish as a second language classrooms.” 1996. Web. 29 Jan 2020.

Vancouver:

Darer V. Social and pedagogical processes in Spanish as a second language classrooms. [Internet] [Doctoral dissertation]. University of Florida; 1996. [cited 2020 Jan 29]. Available from: http://ufdc.ufl.edu/AA00014236.

Council of Science Editors:

Darer V. Social and pedagogical processes in Spanish as a second language classrooms. [Doctoral Dissertation]. University of Florida; 1996. Available from: http://ufdc.ufl.edu/AA00014236

15. Caravita, Joanna Ruth. Identity and anxiety in teachers of Arabic and Hebrew : the native vs. nonnative speaker question.

Degree: PhD, Middle Eastern Languages and Cultures, 2013, University of Texas – Austin

 This study examines the beliefs of foreign language teachers regarding the relative positions of native and nonnative speakers in foreign and second language education. In… (more)

Subjects/Keywords: Foreign language education; Native speaker; Nonnative speaker; Native and nonnative teachers; Foreign language anxiety; Teaching Arabic as a foreign language; Teaching Hebrew as a foreign language; Arabic; Hebrew

…4.2 Beliefs about Native- and Nonnative-Speaking Language Teachers .....57 Native Speaker… …Rationale and Introduction to the Study The topic of native and nonnative language teachers is one… …a palpable sense of insecurity on the part of nonnative teachers in these situations, a… …anxiety that may occur in nonnative-speaking language teachers if they internalize this… …language teachers and teaching assistants—both native and nonnative speakers—in the Department of… 

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

APA (6th Edition):

Caravita, J. R. (2013). Identity and anxiety in teachers of Arabic and Hebrew : the native vs. nonnative speaker question. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21264

Chicago Manual of Style (16th Edition):

Caravita, Joanna Ruth. “Identity and anxiety in teachers of Arabic and Hebrew : the native vs. nonnative speaker question.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed January 29, 2020. http://hdl.handle.net/2152/21264.

MLA Handbook (7th Edition):

Caravita, Joanna Ruth. “Identity and anxiety in teachers of Arabic and Hebrew : the native vs. nonnative speaker question.” 2013. Web. 29 Jan 2020.

Vancouver:

Caravita JR. Identity and anxiety in teachers of Arabic and Hebrew : the native vs. nonnative speaker question. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/2152/21264.

Council of Science Editors:

Caravita JR. Identity and anxiety in teachers of Arabic and Hebrew : the native vs. nonnative speaker question. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21264


University of Florida

16. WALTER,CHRISTINA CINDY. Teaching Culture through Reading Fairy Tales.

Degree: MA, German - Language, Literature and Culture, 2011, University of Florida

Subjects/Keywords: Classrooms; Fairy tales; Folk culture; Folktales; Foreign language learning; Language; Learning; Nonnative languages; Second language instruction; Teachers; ACQUISITION  – CULTURE  – FAIRY  – FOREIGN  – GERMAN  – LANGUAGE  – READING  – SECOND  – U

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

APA (6th Edition):

CINDY, W. (2011). Teaching Culture through Reading Fairy Tales. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0042718

Chicago Manual of Style (16th Edition):

CINDY, WALTER,CHRISTINA. “Teaching Culture through Reading Fairy Tales.” 2011. Masters Thesis, University of Florida. Accessed January 29, 2020. http://ufdc.ufl.edu/UFE0042718.

MLA Handbook (7th Edition):

CINDY, WALTER,CHRISTINA. “Teaching Culture through Reading Fairy Tales.” 2011. Web. 29 Jan 2020.

Vancouver:

CINDY W. Teaching Culture through Reading Fairy Tales. [Internet] [Masters thesis]. University of Florida; 2011. [cited 2020 Jan 29]. Available from: http://ufdc.ufl.edu/UFE0042718.

Council of Science Editors:

CINDY W. Teaching Culture through Reading Fairy Tales. [Masters Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0042718


University of Florida

17. Walters, Florence L., 1923-. Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model.

Degree: 1982, University of Florida

Subjects/Keywords: Foreign language education; Foreign language learning; Language; Language teachers; Learning; Nonnative languages; Null hypothesis; Physiological stimulation; Students; Teachers; Curriculum and Instruction thesis Ph. D; Language and languages  – Study and teaching; Perceptual-motor learning; Sensorimotor integration

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

APA (6th Edition):

Walters, Florence L., 1. (1982). Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031532

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):

Walters, Florence L., 1923-. “Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model.” 1982. Thesis, University of Florida. Accessed January 29, 2020. http://ufdc.ufl.edu/AA00031532.

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

MLA Handbook (7th Edition):

Walters, Florence L., 1923-. “Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model.” 1982. Web. 29 Jan 2020.

Vancouver:

Walters, Florence L. 1. Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model. [Internet] [Thesis]. University of Florida; 1982. [cited 2020 Jan 29]. Available from: http://ufdc.ufl.edu/AA00031532.

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

Council of Science Editors:

Walters, Florence L. 1. Toward a theory of language learning : sensory integration implications of the Dartmouth Intensive Language Model. [Thesis]. University of Florida; 1982. Available from: http://ufdc.ufl.edu/AA00031532

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


University of Florida

18. Sorensen, Catherine Hennessey. Functions of the foreign language laboratory in the junior colleges of Florida.

Degree: 1964, University of Florida

Subjects/Keywords: College instruction; College students; Foreign language learning; Junior colleges; Language; Language laboratories; Language teachers; Nonnative languages; Second language instruction; Teachers; Curriculum and Instruction thesis Ed. D; Junior colleges  – Florida; Languages, Modern  – Study and teaching  – Audio-visual aids

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

APA (6th Edition):

Sorensen, C. H. (1964). Functions of the foreign language laboratory in the junior colleges of Florida. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00052729

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):

Sorensen, Catherine Hennessey. “Functions of the foreign language laboratory in the junior colleges of Florida.” 1964. Thesis, University of Florida. Accessed January 29, 2020. http://ufdc.ufl.edu/AA00052729.

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

MLA Handbook (7th Edition):

Sorensen, Catherine Hennessey. “Functions of the foreign language laboratory in the junior colleges of Florida.” 1964. Web. 29 Jan 2020.

Vancouver:

Sorensen CH. Functions of the foreign language laboratory in the junior colleges of Florida. [Internet] [Thesis]. University of Florida; 1964. [cited 2020 Jan 29]. Available from: http://ufdc.ufl.edu/AA00052729.

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

Council of Science Editors:

Sorensen CH. Functions of the foreign language laboratory in the junior colleges of Florida. [Thesis]. University of Florida; 1964. Available from: http://ufdc.ufl.edu/AA00052729

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


University of Florida

19. Bass, Bernice Marie. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.

Degree: 1975, University of Florida

Subjects/Keywords: Child psychology; English teachers; Ethnicity; Foreign language learning; Kindergarten; Language; Nonnative languages; Pronunciation; Siblings; Syntax; Curriculum and Instruction thesis Ph. D; Education, Bilingual  – Colorado; English language  – Study and teaching (Elementary)

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

APA (6th Edition):

Bass, B. M. (1975). Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00032590

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):

Bass, Bernice Marie. “Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.” 1975. Thesis, University of Florida. Accessed January 29, 2020. http://ufdc.ufl.edu/AA00032590.

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

MLA Handbook (7th Edition):

Bass, Bernice Marie. “Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax.” 1975. Web. 29 Jan 2020.

Vancouver:

Bass BM. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. [Internet] [Thesis]. University of Florida; 1975. [cited 2020 Jan 29]. Available from: http://ufdc.ufl.edu/AA00032590.

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

Council of Science Editors:

Bass BM. Oral English language assessment of first grade children in bilingual bicultural education : emphasis on phonology and syntax. [Thesis]. University of Florida; 1975. Available from: http://ufdc.ufl.edu/AA00032590

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

.