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Relevant bibliographies by topics / Art Education, Bilingual / Dissertations / Theses

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Dissertations / Theses on the topic 'Art Education, Bilingual'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Borin, Meredith Dawn 1971. "A qualitative evaluation of multicultural art curricula at primary levels." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/292021.

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Today, a large number of multicultural publications and resources are available for elementary classroom use. The purpose of the study was to examine existing multicultural elementary art curricula and resources to evaluate their adequacy and availability to the classroom art teacher, according to criteria, methods, and materials recommended by scholars in art education. The examination included price range and adaptability of material, audiovisual resources, art production, art criticism, art history, aesthetics, sequential organization, developmental appropriateness, cultural integrity, and

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2

Hiebert, Lynnea Patricia. "Art as a mediated structure for English language learners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2813.

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The purpose of this project is to focus on how art enhances written language among English language learners in third grade. It develops and designs curriculum through the mediated structure of art to develop English language learners' writing in narrative and expository genres, as well as develop second language proficiency.

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3

Pierce, Beth Suzanne. "Art in a sheltered-English multicultural classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/803.

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4

Beck, Shelly Sheree. "The importance of art in a multicultural curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1806.

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The purpose of this project is to address the growing need for multicultural education through the use of art. It identifies several approaches to teaching multicultural education and the importance it has on the development of today's students.

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5

Eldridge, Laurie A. "Ruthe Blalock Jones Native American artist and educator /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232583.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.<br>"Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2852. Adviser: Enid Zimmerman.

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6

Godward, Julie. "Paper plate masks and tin can totem poles: A documentary analysis of Ontario elementary school visual arts curriculum and support documents form 1985 to 1998 for representations of a multicultural perspective." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27632.

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This documentary analysis study critically examines representations of a multicultural perspective in selected Ontario elementary school visual arts curriculum and support documents. The study focuses on five documents that were published between 1985 and 1998, a period that coincides with important curricular changes in art education. This period was also significant with regards to developments that occurred in this province relating to multicultural education. To complete this analysis, references to race, ethnicity and culture were examined in order to identify ways in which they were bein

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7

Duvall, Allison G. "Art - A Tool For Teaching English To ESL Level I Students." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1470.

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Today's classrooms are filled with an ethnically and linguistically diverse population of students. In order for Limited English Proficient (LEP) high school students to be academically successful and meet the goals of No Child Left Behind 2001, they must learn academic English. As an art teacher, I understand the importance of art in a student's general education. However, could a high school art class, also, act as a tool for teaching LEP students the English language? My goal, through the use of action research, is to find an effective way to set up an English as a Second Language (ESL) Lev

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8

Delay, Vincent Ray. "Improving and enhancing art education and multicultural education using technology as a vehicle." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1778.

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9

Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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10

Rifkin, Patricia Ann. "Learning to identify tolerance issues through literature with art as a response." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1241.

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11

Castronovo, Joseph Anthony Jr 1950. "Reading hidden messages through deciphered manual alphabets on classic artwork." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282678.

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Decipherment is the tool used to uncover several types of hand signs that played vital roles in the creation of hidden messages in classic artwork. A 3,100 B.C. bas-relief of The 'Kaph' Telescope, formerly named The Narmer Palette, and Michaelangelo Buonarrotte's Battle of Cascina of 1506 were two key works of art that show certain similarities even though separated by 4,500 years. It is evident that Renaissance humanists provided artists with certain knowledge of the ancients. Results of incorporating a number of minor works of art showed that the competence of ancient Egyptians, Cretans and

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12

Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.

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There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of te

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13

Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.

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In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate

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14

Bordo, Vanessa C. "Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640.

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15

Hong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.

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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery

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Salas, Maya. "Young Chicanx on the Move: Folklórico Dance Education as a Mechanism of Self-Assertion and Social Empowerment." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1042.

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In the context of Chicanx experiences in the United States, where varying generations of Chicanxs experience bicultural realities, this study shows how embodied knowledge performed through the body’s movements in folklórico dance by Chicanx youth from multiple generations, acts as a mechanism for reconnecting youth to cultural ties, reevaluating educational practices, and emplacing within youth, the ability to foster the confidence to express and create imagined futures. Data collection incorporated a series of interviews with eight Chicanx youth and adults who have either taught or danced fol

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17

Ntinglet, Emelda S. "Evaluating the Spacing Effect Theory on the Instructional Effectiveness of Semester-Length versus Quarter-Length Introductory Computer Literacy Courses in Institutions of Higher Learning." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/32.

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This mixed research study evaluated the spacing effect theory on the academic performances of students enrolled in introductory level Computer Literacy courses by comparing course grades and mock IC3 certification exam scores in semester-length and quarter-length courses at Prince Georges Community College. The study was ingrained on the spacing effect theory which posits that mammals will tend to recall material learned over time (spaced presentation) than material concepts learned over shorter periods (massed presentation). A t test analysis revealed that students in the quarter-length forma

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Aljuhani, Hind S. "USING CORPORA IN A LEXICALIZED STYLISTICS APPROACH TO TEACHING ENGLISH-AS-A-FOREIGN-LANGUAGE LITERATURE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/272.

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As a lingua franca across the globe, English plays a vital role in international communications. Due to rapid economic, political, and educational globalization, the English language has become a powerful means of communication. Therefore, English education is vital to the development of many countries around the world. Since 1932, the need for a lingua franca in Saudi Arabia developed as the country progressed politically, economically, and educationally. Now, English is important to Saudis’ economic, educational, and career development and success. Vocabulary is a major step in learning any

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19

Church, Rebecca. "The Influence of Culture and Arts on the Development of Peruvian Children." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271384749.

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20

Dixon, Kathryn V. "Framing Bilingual Education Policy: Articulation and Implementation in Texas." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699899/.

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Language education policy and its implementation have been controversial and ongoing issues throughout the United States, especially in the border state of Texas, with its large population of students who are learning English. This dissertation reports two studies, the first of which was a frame analysis of problems and solutions as represented by the five bills amending the Texas Education Code with regard to bilingual education and English as a second language programs. These laws, passed in 1969, 1973, 1975, 1981, and 2001, have been enacted since 1968, the year the Bilingual Education Act

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21

McEntire, Celina Angelica. "Equitable Early Childhood Education for Young Bilingual Learners in North Texas: Examining Kindergarten Entry Assessments for Bilingual Children." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703323/.

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A considerable amount of research has been done surrounding education in classrooms from kindergarten to Grade 12, but little research has been done surrounding early childhood education (ECE) beginning with birth to age 4. As a result, research is needed that examines interventions aimed to improve the quality of early childhood education for young bilingual learners at the earliest stages of schooling. The present study examines current efforts to serve the specific population of young bilingual children entering classrooms in an urban school district in North Texas. The focus of this study

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22

Kimura-Gorecki, Katherine Lynn. "Bilingual policies are affected by alternative programs and public opinion: (A study of alternative bilingual programs and public opinion in California from 1994-1996)." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1153.

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The researcher reviewed the Eastman Project, immersion programs, the Westminister Program and anti-bilingual sentiment to conclude that bilingual policies are affected by alternative programs and public opinion.

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23

Lesmez, Karen. "The enactment of the bilingual special education law in Illinois, Public act 87-0995 : an analysis of the policy process /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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24

Szwed, Amanda Rose. "Foundations of the Spanish Language Self-Efficacy of Bilingual Education Pre-Service Teachers." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538661/.

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The study of self-efficacy in pre-service bilingual education teachers is not a thoroughly researched topic. This dissertation provides qualitative research about the inception of Spanish language self-efficacy of pre-service bilingual education teachers from a large university in Texas. By juxtaposing the experiences of two students with high levels of Spanish self-efficacy with two students who have low levels of Spanish self-efficacy, data gives insight to what influenced varying perceptions of self-efficacy amongst students who are in their last semester of coursework prior to student te

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25

Lee, Wing-mui Edith. "Studying in EMI and CMI classrooms : why is this decision made and what are the consequences? /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754397.

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26

Moulana, Sultana Jesmine. "SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5199.

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The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create

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27

Rosenkrans, Dreama J. "The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278320/.

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28

Mulimbi, Bethany. "Botho – “I Am Because We are.” Constructing National Identity in the Midst of Ethnic Diversity in Botswana’s Junior Secondary Schools." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052851.

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Multiethnic states globally face the dilemma of how to negotiate ethnic diversity while promoting a unified national identity. In Botswana, a remarkable example of peace and stability in Sub-Saharan Africa, two highly visible discourses around national identity – one constructing national identity around the majority ethnic group’s culture and language, and the other of a tolerant, multicultural nation – currently compete across public spheres. Formal schools are key institutions through which to observe the nature and effects of these competing discourses. State leaders use mass education as

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29

Long, Caitlin E. "Educational Leaders' Interpretation of and Response to the Every Student Succeeds Act and the LOOK Act in Massachusetts:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108660.

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Thesis advisor: C. Patrick Proctor<br>Schools, districts, and states are at a time of transition from the federal No Child Left Behind Act (NCLB) to The Every Student Succeeds Act (ESSA) and this change comes alongside evolving state policy landscapes. Since NCLB and the epoch of English-only education in Massachusetts, which ended after the passage of the Language Opportunity for Our Kids (LOOK) Act in 2017, have been shown to have a primarily negative impact on emergent bilingual students, a historically marginalized group of learners, there is a need for educators and researchers to underst

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Teufel, Charla Margaret. "A Cross-cultural Study of the Speech Act of Refusing in English and German." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5212.

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Language students must learn to communicate effectively in cross-cultural settings, avoiding unwitting violations of culturally determined norms of behavior. This study compares German learners of English ( GEs) with native speakers of English ( AEs) and German (GGs), studying pragmatic transfer associated with the face-threatening speech act of refusal. Data elicitation involved a written role-play questionnaire composed of twelve refusal situations, including four refusal stimulus types (requests, invitations, offers, and suggestions) and interlocutors of higher, lower, and equal status. Res

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Ridley, Natalie D. "The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4751/.

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Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were g

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Amaya, Jesús 1956. "The Implementation of Transition from Spanish Reading to English Reading Programs in Bilingual Classrooms." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278095/.

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The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and

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33

Yusof, Azah. "A Study of Why Some Learners are More Successful than Others at Acquiring a Second Language: The Roles of Personality, Attitude & Motivation." TopSCHOLAR®, 1996. https://digitalcommons.wku.edu/theses/3029.

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The purpose of this thesis is to convey and to support my belief that learners' affective domain, which consist of their personalities, attitudes, and motivation are responsible for causing the variation in the levels of second language proficiency of second language learners. My concern is to point out or support others who believe that second language learners are not machines that are able and willing to be programmed; they have feelings and attitudes which in turn govern their personalities and motivation. I also believe that the main focus of second language teaching should be on the "per

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34

Miller, Gary. "Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500193/.

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This qualitative study addressed the question: What are the perceptions of preschool and elementary bilingual and ESL teachers on how technology-enhanced classroom environments support native Spanish-speaking English language learners in the acquisition of English as a second language? With the support of six school districts representing three different regions and 15 schools in Texas, this research investigated technology-enhanced learning environments and the influence of emerging technologies on language acquisition by focusing on classroom interactions and learner engagement in preschool

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35

Bezemer, Jeff. "Dealing with multilingualism in education : a case study of a Dutch primary school classroom /." Amsterdam : Aksant, 2003. http://catalogue.bnf.fr/ark:/12148/cb39215900v.

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Ruhil, Anuradha 1965. ""I lost the bus: Can you give me a ride home?" Native and nonnative English speakers' speech act production and metapragmatic judgments: A study of apologies, complaints and requests." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282738.

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This dissertation reports the findings of a study on pragmatic ability and metapragmatic judgments of native and nonnative speakers of English conducted at a public university in the United States and also at a public university in Singapore. Specifically, the research study investigated the realization of apologies, complaints and requests focusing on the production of downgraders and upgraders. In addition, the study also examined metapragmatic ratings provided by these subjects and their reasons for the ratings. Thirty-eight native and thirty nonnative speakers participated in the first pha

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37

Sievert, Jessica. "Evaluation of structured English immersion and bilingual education on the reading skills of limited English proficient students in California and Texas /." View online, 2007. http://ecommons.txstate.edu/arp/262/.

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Gutierrez-Gomez, Catalina. "Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278108/.

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The purpose of this study was to investigate the story retelling abilities of preschool children who have experienced storybook reading and storybook reenactment bilingually, in English and Spanish, and preschool children who have experienced storybook reading and storybook reenactment in English only. This is a clinical case study employing both quantitative and qualitative measures comparing four treatment groups. Three evaluation instruments were developed by the researcher and used for posttesting; a story comprehension test, a story retelling guidesheet/scoresheet, and a storybook literac

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Arroyo, de Romano Jacqueline Elena. "The policy implications of the No Child Left Behind Act for English language learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2589.

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Ringhauser, John T. "The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc12191/.

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The purpose of this dissertation is to provide research and data examining the impact of pre-kindergarten on Spanish-speaking ESL students on the third grade TAKS Reading test scores. The two questions that guided this study are: (1) As measured by the third grade TAKS reading test, what is the relationship between those limited english proficient (LEP) Spanish-speaking children who attended a pre-kindergarten program and those who did not attend a pre-kindergarten program? and (2) As measured by the third grade TAKS Reading test, how do the test scores of those LEP Spanish-speaking third grad

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

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There is a paucity of research regarding language use among bilingual clients, particularly with Latino children. In order to provide culturally sensitive counseling for bilingual, Spanish-speaking, Latino children it is important to understand their experience of language use. The purpose of this study was to investigate how second generation, bilingual, Mexican American, 5th grade students experience language use in the two languages with which they communicate. I employed a phenomenological method to data collection and analysis and conducted semi-structured individual and group interviews

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Lee, Wing-mui Edith, and 李詠梅. "Studying in EMI and CMI classrooms: why is this decision made and what are the consequences?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963067.

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Sjödoff, Inga-Liese. "Med svenska som mål : effekter av två undervisningsprogram på invandrarelevers svenska i skrift /." Uppsala : Institutionen för nordiska språk vid Uppsala Universitet, 1989. http://catalogue.bnf.fr/ark:/12148/cb355200726.

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Stewart, Georgina Marjorie. "Kaupapa Māori science." Click here to access this resource online, 2007. http://adt.waikato.ac.nz/public/adt-uow20070905.121047/index.html.

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Diri-rieder, Youmna. "Finding Way Just Like An Ant." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531841972488204.

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Ringhauser, John T. Huffman Jane Bumpers. "The effects of pre-kindergarten on Spanish-speaking bilingual students taking the third grade TAKS Reading test." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/ark:/67531/metadc12191.

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Bertram, Rodney L. "Sheltered Instruction: A Case Study of Three High School English Teachers' Experiences with the SIOP Model." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67959/.

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The purpose of this study was to determine the current status of secondary teachers' implementation of the sheltered instruction operational protocol (SIOP) model and its effect on Hispanic English language learners' (ELL) English language proficiency and academic achievement. In addition, this study sought to determine whether teachers perceive the SIOP model as an effective tool for instruction of high school ELL students to increase English language content and English language proficiency. This study employed qualitative and quantitative methodologies. Data were collected from four sources

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Gist, Clare Denise. "Literacy practices of Hispanic families with deficit factors whose children are successful in math and reading." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2544.

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The purpose of this study was to identify the family literacy practices of low socioeconomic, LEP, Hispanic families, with parents who had low levels of parental education and whose children were successful in math and reading. An ethnographic approach was employed by the researcher to gather, collect and analyze the data. The researcher interviewed and observed the home environment of 10 Hispanic families with deficit factors whose children were successful students in math and reading. Additional interviews of 5 experienced Bilingual Certified Language Acquisition Development [BCLAD] teachers

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Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.

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This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading

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Baker, Adelita Gonzales. "Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799503/.

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Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal

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