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Thematische Bibliographien / English language teaching in the early years / Dissertationen

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Dissertationen zum Thema „English language teaching in the early years“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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1

Withey, Linda. "An investigation of approaches to the teaching and learning of English as a second language in early years settings." Thesis, University of Bolton, 2013. http://ubir.bolton.ac.uk/652/.

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The numbers of children in primary education (UK) who have English as a second or additional language is increasing, to the point that in some areas English speaking pupils are in the minority (Guardian 2013). How such children are being taught English language skills became the impetus for the research. The focus of the study is on examining, the effectiveness of differing approaches to the teaching of English as a second language, the role of second language learner support, and the strategies used to communicate effectively with parents. This is a longitudinal study conducted over a three y

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Casey, Susan Denise. "How Classroom Cultural Influences Second Language Acquisition for Two Four-Year-Olds in a Preschool Program for Children with Disabilities." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5417/.

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As states begin to highlight the system supports used to include English language learners with disabilities in standards-based assessments and accountability programs, implementation of those supports will be closely examined by school districts. This case study investigates the classroom culture in an early childhood preschool program for four-year-old children with disabilities. Classroom observations were used to determine how two young children with disabilities were acquiring English as a second language. Specific focus was given to activities that allowed for second language acquisition

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Kalaycioglu, Hatice Elif. "The Effect Of Picture Vocabulary Games And Gender On Four Year-old Children&#039." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613552/index.pdf.

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The study aimed to investigate the effectiveness of the educational games as a technique in the preschool-level English vocabulary learning of four year-olds. A true-experimental study design, specifically randomized pre-test, post-test control group design, was adopted. The sample was 33 private preschool children who were four years old. There were 17 females and 16 males in total. Data collection instrument was the 24-item English as a Foreign Language (EFL) Vocabulary Performance checklist prepared in accordance with the Total Physical Response (TPR) lessons&rsquo<br>content by the resear

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Pansani, Viviane Aparecida Sotana [UNESP]. "A notícia como referência intermediária para o ensino da expressão escrita: o uso de ferramentas didáticas para o desenvolvimento de de capacidades de linguagem." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150755.

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Submitted by VIVIANE APARECIDA SOTANA null (vivisotana@bol.com.br) on 2017-05-25T06:15:14Z No. of bitstreams: 1 DISSERTAÇÃO FINAL- VIVIANE AP. SOTANA PANSANI.pdf: 2644689 bytes, checksum: 15f8965dae56314e77b1680bdbc1ffff (MD5)<br>Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-30T16:15:28Z (GMT) No. of bitstreams: 1 pansani_vas_me_bauru.pdf: 2644689 bytes, checksum: 15f8965dae56314e77b1680bdbc1ffff (MD5)<br>Made available in DSpace on 2017-05-30T16:15:28Z (GMT). No. of bitstreams: 1 pansani_vas_me_bauru.pdf: 2644689 bytes, checksum: 15f8965dae56314e77b168

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Mourão, Sandra Jones. "English picturebook illustrations and language development in early years education." Doctoral thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/9180.

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Doutoramento em Didáctica e Formação<br>Este estudo investiga a influência da interação imagem-texto de três álbuns ilustrados de língua inglesa no desenvolvimento do repertório linguístico de crianças pré-leitoras. Numa metodologia de estudo de caso, adotando uma abordagem qualitativa e socio construtivista num contexto real de educação pré-escolar, três grupos de crianças portuguesas foram filmados ao longo de várias sessões de leitura repetida em voz alta e em inglês, e de sessões de recontos trabalhados em pequenos grupos. Após a transcrição das gravações, o corpus resultante foi an

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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.<br>Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).

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Liang, Luyao, and 梁露堯. "Depicting Chinese parenting during the early years : a systematic review of the English language literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209648.

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Chinese parenting has received considerable attention from researchers around the globe. The aim of this study was to conduct a systematic review of the scholarly literature on Chinese parenting to determine how it has been conceptualized in the English language literature. A search of relevant keywords in electronic databases and reference lists of publications was conducted, followed by a narrative synthesis of the findings. Results show that the existing literature focused on the following six interrelated topics/themes: (i) different aspects/components of Chinese parenting (beliefs, values

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Bellis, Joanna Ruth. "Language, literature, and the Hundred Years War, 1337-1600." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609852.

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9

Facun-Granadozo, Ruth. "Teaching Strategies and Learning Experiences That Worked for English/dual Language Learners." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4334.

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Kilty, Susanna. "Supporting a project method for teaching English as a second language in the senior years." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62767.pdf.

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Kim-Rivera, EunGyong. "The government's role in the early development of English language education in Korea (1883-1945)." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034555.

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Hendricks, Dawn. "Dual language learners in head start| Examining teaching strategies that promote English language development." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645918.

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<p> There were dual purposes of this exploratory, case study. The first purpose was to investigate and describe the teaching strategies of six Head Start teachers within one program in Oregon whose dual language learners had shown gains of at least three levels in receptive and expressive English language development, as determined by their assessment ratings in Teaching Strategies GOLD Assessment System. The second purpose was to identify what, if any, professional development strategies and resources have been beneficial to those teachers in promoting English language development for childre

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Chow, Mayling. "The acquisition of a written language by E.S.L. children during the kindergarten and grade one years." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29497.

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This research investigates the development of writing in children who are learning English as a second language (ESL). Its underlying hypotheses are that: 1) ESL children will learn to write independently when placed in a social and psychological setting that facilitates language learning; and 2) they will use the same strategies and follow the same general patterns of development as those reported for English-speaking children. Current research on emergent literacy provided the theoretical framework for this study. This investigation followed eleven ESL children from the beginning of Kinderga

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Li, Yuting. "Early Cantonese transliterations as a phonological basis for modern Hong Kong English." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/710.

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The research question of this dissertation is whether the early Cantonese-English contact provides a phonological basis to the development of Hong Kong English (HKE henceforth). The dissertation provides an affirmative answer by studying four Cantonese-English bilingual dictionaries in the mid 19th and early 20th centuries. The empirical evidence from the four bilingual dictionaries reveals three types of phenomena: inheritance, stabilization, and deviation. The phenomenon of inheritance refers to the phonological features discovered in the early Cantonese-English contact that have persisted i

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Howell, CaSaundra Joyce. "The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2605.

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English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Band

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Dayton, Amy Elizabeth. "REPRESENTATIONS OF LITERACY: THE TEACHING OF ENGLISH AND THE IMMIGRANT EXPERIENCE IN EARLY TWENTIETH-CENTURY AMERICA." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1264%5F1%5Fm.pdf&type=application/pdf.

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Chan, How-kei, and 陳考祺. "Academic achievement among secondary school students: the effects of language of instruction during primaryschool years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31955988.

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Cataldo, Lisa. "Teaching English to Young Swedes; when and why?" Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29927.

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As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary scho

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Quintana, Robert Charles. "Empowering pre-adolescent second-language learners in the middle school years." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2875.

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The thesis explores sociolinguistic issues facing pre-adolescent English-as-second-language learners. Topics covered include literacy issues, communicative competence issues at the intermediate and advanced English language development (ELD) levels, language and power relationships that affect pre-adolescent English language learners, politeness as a sociolinguistic tool, and the benefits of students acquiring the language of cooperative learning. The implications of these topics culminate in the development of a social studies curriculum unit designed for the middle-school classroom.

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Lau, Gay-lei Carrie, and 劉姬莉. "Home and school influences on the English vocabulary development of Chinese preschoolers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208573.

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The teaching and learning of English is pervasive in Hong Kong, and children begin to learn English as a second language from as early as when they enter kindergarten at the age of three. Early vocabulary development (i.e., the knowledge of word meanings) is one of the important building blocks for reading development in English. This thesis portrayed two contexts, namely the home and the school, within which the teaching and learning of English vocabulary occurred for young children in Hong Kong. Two studies were conducted to (i) describe the home literacy environment and the English vocabula

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Solar, Sekerci Aysegul. "Self-efficacy Levels Of Prep-school Instructors And Its Predictors." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613469/index.pdf.

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The present study aimed to investigate teaching self efficacy beliefs of instructors working at university prep-schools and to examine whether years of teaching experience, English competency, self reported proficiency and graduate department predicted instructors&rsquo<br>self efficacy beliefs and their efficacy beliefs in student engagement, instructional strategies and classroom management. Two-hundred-fifty-seven prep-school instructors from universities in Ankara participated in the study. The data were collected through Teacher Sense of Efficacy Scale, Self Reported English Proficiency S

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Kervin, Lisa K. "Action research as a professional development model for the teaching of writing in early stage one/stage one classrooms." Faculty of Education, 2004. http://ro.uow.edu.au/theses/190.

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The literature addressing the professional development of teachers is abundant, presenting many different components of what constitutes successful professional development. An investigation of the literature suggests that the overwhelming tendency has been to provide professional development opportunities for teachers external to their classroom and school setting, and frequently neglecting to consider the individual teachers professional needs. The purpose of this inquiry was to investigate how the various components of successful professional development could be used to support the profess

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Strauss, Annaly Magda. "A dialogical approach for improving early literacy teaching in multilingual pre-primary contexts." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65470.

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This study explores how a dialogic approach toward professional development could be used to improve early literacy teaching in multilingual pre-primary contexts. Consequently, the purposes of the research were a) to develop an effective professional development (PD) model for pre-primary teachers that exposes them to research based early literacy texts and dialogic teaching practices for diverse language populations, b) to engage teachers in face-to-face and online dialogic learning, and c) to create on-going networks of teachers engaged in reflective practices for improving early literacy te

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Qin, Yuan. "Becoming an early partial English immersion teacher in Chinese context : a case study in Macao." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180964.

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Chen, Li-ying Lorinda, and 陳立穎. "Acquisition of Cantonese verbs in ostensive and non-ostensive contextsin three and four years old children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958527.

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Ó, Cathalláin Seán. "Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.

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This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish and English. Within a sociocultural framing, the thesis takes as presuppositions that (i) reading is not a set of autonomous, transferable skills but is embedded in social settings; (ii) contexts and literacy practices co-emerge; (iii) children learn ways of being readers through participation in classroom literacy events; and (iv) language, literacy and identity are inextricably linked in all-Irish immersion programmes. In a classroo

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Chae, Eunyoung Kim. "Early Childhood Teacher Professional Development Using an Interdisciplinary Approach| Teaching English as a Foreign Language for Young Children in Korea." Thesis, University of Cincinnati, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3639036.

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<p> This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers' pedagogical methodology and English acquisition by young children in South Korea. The data included observations from the TPD sessions and classrooms, interviews and lesson plans, as well as the pre- and post- test scores of the 42 participant children. The findings have provided valuable insights into (1) how the HIA TPD program could serve as a means of effective TPD, positive impact on the growth of teachers' English instructional practice, and young children's English learni

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Nagy, Krisztina. "English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.

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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will

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Perez, Francisca. "Engelska förkunskaper över tid -Elevers förändring i engelska förkunskaper över tid." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67738.

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The English language is becoming more common in our society. Research shows that students learn English in their spare time as well as in the classroom. The purpose of the study is to investigate teachers’ experiences of students’ previous knowledge in English, if it has changed over time in speech and vocabulary and what sources the teachers perceive that the students meet in their spare time. I considered it appropriate to use qualitative data collection in the form of semi structured interviews with experienced teachers. The result shows that the teachers in my study can see a change in pre

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van, der Merwe Margaretha Maria. "English language proficiency of non-English speaking learners in the foundation phase of an English medium school : challenges and strategies." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/677.

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Thesis (M. Ed. ) - Central University of Technology, Free State, 2014<br>The aim of this study was to investigate the English Language Proficiency of non-English speaking learners in the Foundation Phases. An in-depth literature study was conducted to investigate this phenomenon. The historical background of language provision in South-African schools, the issue of language and cognition and different aspects of mother tongue education was touched on. The implicaitons of the current situation of the Language of Teaching and Learning (LoLT) for teaching and learning in South Africa was also cov

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O'Donoghue, Elizabeth Lindsay. "An exploration into self-extending systems in early literacy in English of Grade One isiXhosa speaking learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003414.

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The purpose of this research was to explore the ways in which a small, purposefully sampled group of Grade One isiXhosa-speaking children began the process of becoming literate in English as their second language. The research looked specifically for evidence of strategic behaviours in reading and writing which, according to Clay (200 I, 2005), form the foundation for self-extending systems and have the potential to accelerate learning. The research was guided by the principles of Clay's early intervention Reading and Writing Recovery. By Clay's definition, self-extending systems are literacy

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Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.

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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.

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Ure, Kellyanne. "The Tractarian Penny Post's Early Years (1851–1852): An Upper-Class Effort "To Triumph in the Working Man's Home"." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2350.

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The Penny Post (1851–1896), a religious working-class magazine, was published following a critical time for the Oxford Movement, a High Church movement in the Church of England. The Oxford Movement's ideas were leaving the academic atmosphere of Oxford and traveling throughout the local parishes, where the ideals of Tractarian teachings met the harsh realities of practice and the motivations and beliefs of the working-class parishioners. The upper-class paternalistic ideologies of the Oxford Movement were not reflected in the parishes, and the working-classes felt distanced from their place in

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McBain, James. "Early Tudor drama and legal culture, c. 1485-1558." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670056.

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O'Keefe, Rosemary Ann. "Twenty-one years of French immersion in Newfoundland and Labrador : a review of French immersion in the province from 1975-1996 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34213.pdf.

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Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.

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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.<br>Bibliography: p. 159-177.<br>This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identit

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Karlsson, Sandra. "Att förstärka med svenskan : En kvalitativ studie kring pedagogers syn på engelskundervisningen för elever med annat modersmål än svenska i årskurs 1." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14775.

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English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English teaching in year 1, 2 or 3, and in some cases, year 4. English teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language. The study aims to examine, with a qualitative study, how pedagogues plan and implements English teaching in first grade with students whose mother tongue are other than

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Van, der Mescht Caroline. "Positions on the mat : a micro-ethnographic study of teachers' and learners' co-construction of an early literacy practice." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004333.

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This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining micro-interactions within the literacy event. Hymes’s work on the ethnography of communicati

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Leo, Fia. "The Role of Play : A literature study on playful learning in the early elementary EFL classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25098.

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Young students learn through active and playful encounters with their environment. The Curriculum for Compulsory School (Lgr11) states the importance of play in students’ active learning. The aim of this thesis is to investigate the role that has been ascribed to play in research on early English language learning. The main questions address how play can be used to promote language learning in the early primary English as a Foreign Language (EFL) classroom and other methods teachers may use that benefit students’ language development. The method used for this thesis is a systematic literature

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García, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.

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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in re

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Rahim, Fowzia. "Assessing the emergent literacy of grade two learners in terms of specific literacy skills in English." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4507.

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Thesis (MEd )--University of Stellenbosch, 2009.<br>This research was undertaken due to the increase of Afrikaans L1 learners in an English medium class and the problems these learners face. This study reports on An Observation Survey of Early Learning Achievement (Clay, 2002) in order to assess the emergent literacy of grade two learners in terms of specific literacy skills in English. This survey aimed to assist the educator in determining the progress and processing behaviours made by Afrikaans L1 learners in terms of literacy content in an English medium class. The Observation Survey

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Rodriguez, Isela S. "The Effects of Trained Teachers’ Integration of Dialogic Reading Discourse on Hispanic English Language Learners’ Literacy Skills in Kindergarten." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1009.

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This quasi-experimental Analysis of Covariance (ANCOVA) study explored whether the vocabulary and reading comprehension mean scores of Hispanic Kindergarten ELs whose teachers were trained to utilize Dialogic Reading (DR) discourse were higher than the mean scores of Hispanic ELs in kindergarten whose teachers were not trained to utilize DR discourse strategies. Sixty-three self-identified Hispanic, English Language Kindergarten students and four teachers participated in the study. The teachers were randomly assigned to either the experimental group (DR trained) or control group by drawing nam

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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.

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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in se

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Adderley, Zhivago Trevino. "Predicting Academic Outcomes for Third Grade Students: Examining the Reading Achievement of Diverse Students Using the Diagnostic Lens of the Dynamic Indicators of Basic Early Literacy Skills." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4624.

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Despite the billions of dollars spent in the last forty years, America's efforts toward closing the achievement gaps among diverse learners and their receptive counterparts have not been realized. Limitations noted in previous research discussed the need to examine the unique contributions of diverse learner variables as a way of determining their specific academic needs. The purpose of this study was to examine the intra- and inter-group growth trajectories of two diverse student groups (English Language Learners and Students with Specific Learning Disabilities) on reading achievement. The s

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Moulin, Mirene Fonseca. "APRENDIZAGEM DO GÊNERO DE DIVULGAÇÃO CIENTÍFICA EM ANOS INICIAIS DO ENSINO FUNDAMENTAL." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/1039.

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Made available in DSpace on 2016-07-27T13:52:28Z (GMT). No. of bitstreams: 1 MIRENE FONSECA MOULIN.pdf: 18456271 bytes, checksum: 949d03257a646e68f8b16116263ca33c (MD5) Previous issue date: 2011-03-30<br>The scientific communication (SC) genre is socially relevant because it is the most widely read and discussed genre in and outside the school. It is also important for the scientific formation of students because it brings the language of science and observation of the real, along with its scientific and technological advances. However, it is a genre which is little studied or explored by te

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Santos, Leandra Ines Seganfredo [UNESP]. "Língua inglesa em anos iniciais do ensino fundamental: fazer pedagógico e formação docente." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/103520.

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Made available in DSpace on 2014-06-11T19:32:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-11-16Bitstream added on 2014-06-13T19:03:20Z : No. of bitstreams: 1 santos_lis_dr_sjrp.pdf: 2850581 bytes, checksum: 28c758c809222e4968c6e2dadcdf317c (MD5)<br>Ao atentar para a expansão da oferta de Língua Estrangeira (neste caso, a Língua Inglesa) para crianças – como ferramenta de inclusão que lhes possibilita ampliar conhecimentos e ter igualdade de oportunidades para interagir na sociedade contemporânea –, este trabalho objetiva descrever e discutir conhecimentos necessários à formação

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Cevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.

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Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Orego

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Lindle, Rachel L. "LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING." UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/7.

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Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. T

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Santos, Leandra Ines Seganfredo. "Língua inglesa em anos iniciais do ensino fundamental : fazer pedagógico e formação docente /." São José do Rio Preto : [s.n.], 2009. http://hdl.handle.net/11449/103520.

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Orientador: Ana Mariza Benedetti<br>Banca: Ana Maria Ferreira Barcelos<br>Banca: Ana Antônia de Assis-Peterson<br>Banca: Maria Helena Vieira-Abrahão<br>Banca: Solange Aranha<br>Resumo: Ao atentar para a expansão da oferta de Língua Estrangeira (neste caso, a Língua Inglesa) para crianças - como ferramenta de inclusão que lhes possibilita ampliar conhecimentos e ter igualdade de oportunidades para interagir na sociedade contemporânea -, este trabalho objetiva descrever e discutir conhecimentos necessários à formação docente para atuar com LI em anos iniciais do Ensino Fundamental em escolas púb

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Mann, Nicole M. "Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588.

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