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Dissertations / Theses on the topic 'Bilingual education|Teacher education'

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Published: 9 July 2021

Last updated: 29 July 2025

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1

Phongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.

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In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (Eng

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2

Fierro, Ana V. "Multimodal Biliteracy in the Arizona-Sonora Borderland." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811178.

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<p> This qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According to Reyes (2012) biliteracy is to think, speak, read, and write in two or more languages, and there are various modes for reading and writing in the 21st century (Reyes, Acosta, Fierro, Fu, & Zapien, 2017). This dissertation focused on Spanish and English bilinguals. First, I present a literature review (Appendix A) informed by a sociocultural framework (Vygotsky, 1978) for understanding bi

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3

Kimutis, Michelle T. "Bilingual Education: A Resource for Teachers." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1302698144.

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4

Almaraz, Mirella. "Bilingual early care and education teachers| Applying personal experiences to classroom practice." Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683319.

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<p> This qualitative study was exploratory in nature. The goals were to examine: (a) if and how bilingual early care and education (ECE) teachers perceived their personal second- language learning experiences to have informed their practices in the classroom, and (b) to explore the teachers' experiences working in classrooms with children who spoke multiple home languages. The following research questions were addressed: (1) What are bilingual ECE teachers' teaching practices with children who are dual language learners (DLL)? (2) In what ways do bilingual ECE teachers' second language lear

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Tian, Zhongfeng. "Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108914.

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Thesis advisor: C. Patrick Proctor<br>Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García & Lin, 2017). To leverage bilingual learners’ full linguistic repertoires as resources, this study explored how Sánchez, García, and Solorza’s (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the studen

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6

Ross, Kylie. "Exploring Preservice Teachers’ Perspectives on Dual Language Education." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7912.

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This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what s

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Chou, Lan-Ying. "A Study of Taiwan Early Childhood Teacher Preparation Curriculum for Language Development, Language Teaching and Bilingualism Within the Context of Higher Education." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1246896140.

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8

Jurich, Donna Louise. "A story of stories: A study of bilingual teachers' educational histories and classroom narratives." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284199.

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This narrative study focuses on the stories of two bilingual elementary teachers. The teachers participated in a series of in-depth phenomenological interviews examining the relationship between their stories of becoming bilingual teachers and their current bilingual teaching practices. The stories were analyzed and represented in two ways, first in terms of story structure and second for themal coherence. The analysis of story structure was based on the work of William Labov (1972, 1982) and revealed ways in which these story tellers crafted complex narratives using specific, general, and hyp

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Brophy-Sellens, Heather St Claire. "A comparison of sense of efficacy of mainstream teachers of limited English proficient students." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2483.

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The purpose of the study was to examine the sense of efficacy of 250 mainstream teachers (K-6) of limited English proficient (LEP) students. Respondents to a questionnaire consisted of 125 who participated in a Language Development Specialist (LDS) course and another group who consisted of 125 mainstream teachers who had not participated in the LDS course. Both groups teach in school districts with high numbers of LEP students. A sample of 187 mainstream teachers in five Northern California school districts responded to the questionnaire. The questionnaire included a modified Teacher Efficacy

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Somerville-Braun, Jessica. "Transformative Civic Education with Elementary Students: Learning from Students and Their Teacher in a Bilingual Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586022394389801.

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11

Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1146.

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The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups---including students---will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspect

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12

Moldoveanu, Mirela. "La formation au multiculturalisme des futurs enseignants de français langue seconde: Le cas de l'Université d'Ottawa." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26524.

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La présente recherche se propose d'analyser la préparation au multiculturalisme offerte dans les programmes de formation initiale des maîtres à l'Université d'Ottawa. Limitée aux futurs professeurs de français langue seconde, cette recherche exploratoire de type qualitatif a évalué la formation multiculturelle offerte aux étudiants-maîtres par rapport aux exigences du système d'éducation en Ontario. Après avoir identifié les orientations du système, nous avons examiné les pratiques enseignantes privilegiées dans la formation multiculturelle des futurs professeurs de français langue seconde. Le

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Gerente, Efstathia. "Ideologies of language and schooling in Guinea-Conakry: An exploratory study of teachers' perspectives about mother-tongue education." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280351.

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In this study, I examine ideologies of language and schooling in the Republic of Guinea (West Africa). The focus of this study is a specific language policy that favored the use of African languages in the schools as media of instruction for more than 15 years (1968--1984). I discuss this policy from the standpoint of elementary teachers using a methodological approach that combines classroom micro-ethnography, interviews, and historical research. The research questions that guided my inquiry are as follows: How do teachers remember their personal experiences with the use of African languages

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Chairez, Maria J. "The mobility strategies of successful Hispanic high school students." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/2810.

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The purpose of the study was to identify and analyze strategies used by successful, goal-oriented Hispanic high school students. This study sought to suggest ways that school personnel can be more deliberate and effective in promoting these strategies to increase the number of Hispanic students attending college. It sought to explore the impact of social class, income, and teacher expectations on mobility for Hispanic high school students. A survey was conducted on one hundred twenty-one Hispanic high school students who attended the 1988 Chicano Latino Youth Leadership Conference. Interviews

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Schall-Leckrone, Laura. ""From Coursework to Classroom: " Learning to Teach History to Bilingual Students." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3180.

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Thesis advisor: Maria E. Brisk<br>This qualitative research study examined how student teachers and novice history teachers learn to teach adolescent bilingual learners (BLs) from coursework to the classroom. The purpose of the study was to investigate to what extent five participants drew upon social justice-oriented pre-service preparation when they taught history to bilingual students in secondary schools in the Greater Boston area. More specifically, this study examined how participants scaffolded history instruction for BLs and taught the language of history to BLs. Classroom data--observ

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Couch, Marsha. "First grade teachers' perceptions of and expectations for ELL students." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/712.

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Educational disparities exist between English language learners (ELLs) and native English-speaking students. Evidence suggests that, by fourth grade, 35% of ELLs, compared to their native English-speaking peers, are behind in math, and 47% are behind in reading. There is also evidence to suggest that these lower achievement scores are impacted by teachers' perceptions of and expectations for ELL students. Guided by the theories of interpersonal expectancy and self-fulfilling prophecy, this study examined first grade teachers' perceptions of and expectations for their ELL students in a small so

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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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Smith, Steven John. "English language teacher education in Cuba : context, pedagogy and identity." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59959/1/Steven_Smith_Thesis.pdf.

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In this study, I investigate the model of English language teacher education developed in Cuba. It includes features that would be considered innovative, contemporary, good practice anywhere in the Western world, as well as having distinctly Cuban elements. English is widely taught in Cuba in the education system and on television by Cuban teachers who are prepared in five-year courses at pedagogical universities by bilingual Cuban teacher educators. This case study explores the identity and pedagogy of six English language teacher educators at Cuba’s largest university of pedagogical scien

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Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.

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The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However

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Barbosa, Perla De Oliveira. "Prospective Teachers Dismantling Anti-Bilingual Hegemonic Discourses| Exploring a Pedagogy of Participatory Possibilities for "Political Clarity" and "Political Agency"." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10985660.

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<p> The public education system in the U.S. has been under assault with the latest neoliberal education reforms. Those reforms are characterized by their antidemocratic and homogenizing assessment system, which reinforces a banking model of education. Such model goes against teachers and teaching, linguistic and cultural diversity and bilingual education. In order to countervail this reality, this research urged pre-service teachers in a <i>Foundations of Bilingual Education/ ESL</i> college coursework to engage in a problem-posing and emancipatory pedagogy. The main purpose was for them to nu

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Brantmeier, Edward J. "Constraints and possibilities for intercultural peace curricula a critical case study of teacher involvement in multicultural change at a United States Midwestern high school /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3199417.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3897. Adviser: Bradley A. U. Levinson. Title from dissertation home page (viewed Oct. 10, 2006).

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Clavijo-Olarte, Amparo. "Knowledge of literacy learning by Colombian teachers of Spanish and of English." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284080.

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The purpose of this research study is to analyze Colombian teachers' knowledge of literacy learning in Spanish and in English revealed in their narratives and in their practice through a teacher education program. The research questions addressed in this study aim to answer the following: (1) How do teachers in the literacy program perceive reading and writing as revealed through their personal literacy histories? (2) What knowledge of literacy learning in Spanish and in English do teachers in the literacy program reveal as presented in their self-selected classroom literacy project? (3) How i

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Rees, Sarah Kathleen. "One preservice teacher's development of culturally relevant teaching." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284154.

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Nationally, teacher preparation programs are calling for an increased level of diversity awareness, and therefore teacher preparation programs have answered with various courses and integrated attempts to prepare preservice teachers to work effectively with an increasingly diverse student population. Although there are certain agreed upon elements of successful teacher preparation for diverse settings, much is unknown about teaching across cultures. There is also a need to document the process of preparing teachers for cultural diversity. In this study, qualitative case study methodology was u

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Kaptain, Holly Janelle. "Teacher attitudes toward bilingual education the power and possibility of a two-way immersion program to effect change /." [Ames, Iowa : Iowa State University], 2007.

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Xu, Xianxuan. "A cross-cultural comparative study of teacher effectiveness: Analyses of award-winning teachers in the United States and China." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1550154197.

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Collins, Susan. "Multiyear student/teacher relationships and language development in children of Hawaiian descent at Kamehameha schools community based early childhood education program." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/781.

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Although numerous studies have documented the connection between early language and academic achievement, there is much less information available about the effects of teacher/student relationships on language development. Based on Vygotsky's theory that all learning takes place in the context of relationships, this quasi-experimental study examined language scores for students in an early education classroom who stayed with the same teacher for 2 years compared with those in a classroom with two different teachers for each of the 2 years. Pre- and posttest scores on the Peabody Picture Vocabu

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Holland, Christine K. "Classroom Intercultural Competence in Teacher Education Students, Interns, and Alumni." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/473.

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The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010).

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Dell-Jones, Julie Vivienne. "Intersecting Stories: Cultural Reflexivity, Digital Storytelling, and Personal Narratives in Language Teacher Education." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7144.

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This narrative inquiry dissertation explores stories from three students over a two-year trajectory as they develop into language educators in diverse contexts. The study begins in a teacher education course focused on technology for language teaching in English as a second language (ESOL) and foreign language education (FLE) classrooms. As instructor, I implemented a digital storytelling (DS) project with the pedagogical goal of supporting the much-needed practice of reflexivity, and specifically, reflexivity of intercultural competence (IC) and culturally-responsive pedagogy (CRP

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Clapham, Jessica. "Code-switching, pedagogy and transformation : teachers' perceptions of the dynamics of code-switching and bilingual identity." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/21887.

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This thesis presents the findings from a qualitative investigation into teachers’ use of code-switching in bilingual classrooms in Wales. The results of the 2001 census show a slight increase in the proportion of Welsh speakers in Wales, to 21%. This change, combined with increasing governmental support for the Welsh language, suggests that we may now be entering a period of stable Welsh-English bilingualism for those who speak Welsh. This study builds upon previous research into teachers’ use of code-switching by investigating 6 teachers’ perceptions of code-switching during the research peri

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Trombetta, Adriana. "LATINA EDUCATORS TESTIMONIOS ON THEIR JOURNEYS THROUGH THE TEACHING PIPELINE: WHAT CAN BE LEARNED." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1576748489364935.

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Jackson, Linda Dolores Guardia. "Becoming an activist Chicana teacher : a story of identity making of a Mexican American bilingual educator in Texas /." Connect to this resource, 2009. http://hdl.handle.net/2152/6709.

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Lange, Alissa A., and Q. Tian. "Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4684.

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Thinsan, Snea. "The transformative experiences of Afghan educators through Paolo Freire and William Perry's lenses four cases in a research-oriented U.S. graduate school of education /." [Bloomington, Ind.] : Indiana University, 2009. 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:3386727.

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Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture, and Language Education, 2009.<br>Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4554. Advisers: Martha Nyikos; Sharon Lynn Pugh.

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Freelove, Patricia Pina. "Parent involvement for Hispanic families." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/824.

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Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.

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Boruchowski, Ivian Destro. "Curriculum development in a heritage language community-based school: A Qualitative inquiry regarding a Brazilian-Portuguese program in South Florida." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1588.

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This research aimed to describe, understand, and discuss the curriculum development process of a Brazilian-Portuguese heritage language community-based school in South Florida. This study was guided by the following research questions: (a) What roles does this HL community-based school aim to play for its students? This investigation was also related to the subsidiary question: (b) How does this HL community-based school organize its curriculum development process? In order to explore these research questions, I observed and interviewed teachers and coordinators based on a qualitative research

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Mitchell, Sandra. "Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2564.

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Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between attitudes and behavior with years of experience as well as professional development among teachers working with ELLs. Sociocultural, situational learning, and second language acquisition theories provided the theoretical foundation for the study. Dat

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Bronteng, Joyce Esi. "A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7668.

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The importance of mother tongue-based bilingual medium of instruction in bilingual and multilingual classrooms has been evidenced in ample studies in different parts of the world including Ghana. However, studies on how bilingualism is carried out with respect to classroom displays in bilingual education is very scant and even none, as far as I know, in Ghana. Also, there is emerging research on teachers’ translanguaging practices in other parts of the world including South Africa but research on instructional use of translanguaging is yet to be conducted in Ghana. Therefore, this study examin

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Hernandez, Yvette. "Peer capital a network of support in dual language settings ; a case study approach /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Diem, Chuzaimah Dahlan. "The relationships among teacher self-concept, multicultural education, and effectiveness in teaching reading as perceived by American and Indonesian teachers." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558377.

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The main purpose of the study was to investigate relationships between teacher Self-Concept and Self Effectiveness and to test whether Multicultural Education variables add significantly to a prediction model for teacher effectiveness.A factor analysis for a pilot study indicated four factors for Self-Effectiveness and seven for Multicultural Education. Samples of 146 American and 195 Indonesian teachers of reading responded to three instruments. The data were analyzed using multiple regression analysis, and eight null hypotheses were tested by applying associated F-statistics using an alpha l

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Nelson, Delore. "Meeting the Needs of English Language Learners in Mississippi Through Professional Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5108.

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The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers u

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Johnson, Janelle Marie. "Mapping a New Field: Cross-border Professional Development for Teachers." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202740.

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Many of the international, supranational, national, and grassroots development organizations working in the field of education channel their efforts into capacity-building for teachers. My research examines the nexus of such international development by US-based organizations with national schooling systems by naming and theorizing this process as a new field called cross-border teacher education. "Cross-border" is the term employed by UNESCO (2005) and OECD (2007) to describe international cooperative projects in higher education, synonymous with "transnational," "borderless," and "offshore"

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Linan-Thompson, Sylvia Francisca. "Habia una vez : teacher beliefs about the purpose of story time that influence their decisions during story time in bilingual early childhood special education classrooms /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Ward, Natalia A., and A. Warren. "The Place of Advocacy in Culturally and Linguistically Sustaining Pedagogy: Pre-Service Teacher Perspectives." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3138.

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Siregar, Yuniar Dwi Ansari. "An ecological and transdisciplinary ethnographic study of Indonesian TESOL returnee lecturer identity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2793.

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This research explores the identity negotiation of TESOL academic returnee lecturers who returned to their home country, Indonesia, after finishing their Master or PhD study at several universities in western countries. The returnee lecturers had all been teaching English before being awarded an Indonesian government scholarship to study overseas. When they returned to Indonesia, they all became lecturers at Indonesian higher education institutions. Studies on transnational academic mobility and language teacher identity exist but those that particularly focus on the identity of language teach

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Nieto, Claudia P. "Cultural Competence and its Influence on the Teaching and Learning of International Students." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1209753315.

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Jackson, Brianne L. "Assessing K12 Online Teachers Knowledge of Online Student Identities and Characteristics." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5316.

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As K12 online learning continues to grow across the nation, the population of online students, much like the population of face-to face students, continues to change. As the online student population becomes increasingly diverse, not only in terms of race, but in terms of religion, sexual orientation and socioeconomic status, research must be undertaken to assess the level of preparation that K12 online teachers have in terms of teaching this population. This dissertation intends to serve as a baseline analysis, providing information on K12 online teachers' knowledge of the types of student ch

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Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.

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Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction

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Bisqué, José Vicente António. "Análise do processo de formação dos professores para o ensino bilíngue no Instituto de Formação de Professores de Inhamízua, na província de Sofala - Moçambique." Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1061.

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Ramirez, Rica. "Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children From 24 Months to 36 Months." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6935.

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This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual two year-old children. Because children who are bilingual language learners are oftentimes coming from low socioeconomic families it is essential that we investigate the ways in which they develop language in order to better serve this population. Maternal responsiveness is one source in which we can examine early language development of young bilingual children. Eight Latino mother-child dyads were observed and assessed at three time points. Each observation w

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