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Dissertations / Theses on the topic 'English language Literacy'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.<br>"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.

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2

Jay, Jason T. "Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5707.

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Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and par

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3

Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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4

Peyton, Kari C. "Literacy programs identification and assessment of English language learners /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/.

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5

Gallimore, Laurene Elizabeth. "Teachers' stories: Teaching American Sign Language and English literacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.

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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However,

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6

Pelaez-Morales, Carolina. "Expanding composition's scope : community-based literacy and second-language writing /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131423549.pdf.

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7

Metz, Diana Kathryn. "Literacy: Adopting motivational literacy practices meant to last a lifetime." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1822.

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8

Moench, Megan Elaine. "Modeling literacy strategies for English language learners in mathematics class." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939263631&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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9

He, Yuanqian. "Interpreting English language and literacy in China: EFL practitioner perspectives." Thesis, He, Yuanqian (2018) Interpreting English language and literacy in China: EFL practitioner perspectives. Professional Doctorate thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/42837/.

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English as a foreign language has been studied as a compulsory subject by all senior high school students in China since the early 1980s. However, little research has delved into how English foreign language literacy (L2 literacy) is understood by teachers and students nor how it has been enacted in classrooms. This study aims to add to the research in this area by building an understanding of senior high school English teachers’ perceptions of L2 literacy and presenting a picture of their teaching practices. This study also gave voice to students who shared their experiences and perceptions o

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10

Watkins-Mace, Sarah P. "The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.

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11

Lester, Benjamin T. "Standard English Language Acquisition Among African American Vernacular English Speaking Adolescents: A Modified Guided Reading Study." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/37.

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This dissertation is an effort to contribute to the knowledge base concerning reading instruction for adolescent students who speak African American Vernacular English (AAVE), as well as their acquisition of Standard English (SE), by focusing on language structure during a modified approach to guided reading (MGR). Emphasis was placed on teaching the eight inflectional morphemes in SE, as well as other literacy strategies to AAVE speaking students. This intervention hypothesized that the teaching and learning of inflectional morphemes, in particular, would increase SE literacy acquisition. The

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12

Rodgers, Kristen M. "Teaching English as a second language students literacy a comprehensive literacy model for nonolingual educators /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:127.

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13

Robitaille, Elizabeth Grove. "Supporting teachers in assessing the language and literacy skills of preschool English language learners." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872172531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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14

Bitetti, Dana Lynn. "Language Dominance and the Language, Literacy, and Early Math of Spanish-English Bilingual Preschoolers." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/393035.

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Communication Sciences<br>Ph.D.<br>There is a growing need for more information regarding the early academic development of preschool-age children who are learning to speak Spanish and English. To achieve this, studies are needed that acknowledge the heterogeneity of language abilities within bilingual preschool children, and that these variations in language abilities may impact children’s early academic skills. This two-study dissertation investigated how four foundational skills: narrative production, phonological awareness, letter-word identification, and early math, differed depending on

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15

Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /." Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.

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16

Wright, Kenneth Robert. "Rhetoric, writing, and civic participation : a community-literacy approach to college writing instruction /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998051.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-156). Also available for download via the World Wide Web; free to University of Oregon users.

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17

Clower, Shannon Montoya. "Using literature circles to improve literacy skills of English language learners." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SClower2006.pdf.

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18

Nenopoulou, Styliani. "Dyslexia versus English-as-an-additional language : literacy and phonological skillls." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/709/.

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19

Williams, Sarah Rhiannon. "English vernacular letters c. 1400-c. 1600 : language, literacy and culture." Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/10795/.

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20

Newman-Brown, Niki Tiara. "Increasing Black Student Literacy Proficiency Using English Language Learner Instructional Strategies." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2037.

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Historically, identifying solutions to the achievement gap between Black and White students has plagued education. Twenty-first century challenges have emerged to include an achievement gap between Black and Hispanic students in literacy as early as 4th grade. Limited research exists on the use of English language learner (ELL) instructional strategies with Black standard English learners (SELs). This project study narrows the gap in previous research. The goal was to use a collective case study approach to investigate the professional development needs of the Northeast School District through

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21

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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22

Dyer, Sang-Eun K. "Investigating English literacy development of first grade Korean English language learners : a case study approach." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1343467.

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The primary purpose of this study was to investigate how first grade English Language Learners (ELL) develop their English literacy skills in an English-only classroom in the U.S. This case study included two Korean English learners in an elementary school who recently came to America. Several forms of data were collected through mainly qualitative methods, and additional informal assessments of reading levels in English and Korean languages were employed to elucidate the students' raw score changes over the five month study period.There were 18 weeks of classroom observation in the first grad

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23

Koussouhon, Leonard Assogba. "Enhancing English literacy skills through literature : a linguistics-oriented Francophone African perspective /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791500.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: Clifford A. Hill. Dissertation Committee: Jo Anne Kleifgen. Includes bibliographical references (leaves 160-169).

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24

Frank, Mark. "An investigation into English home language teachers’ use of the English home language textbook in Grade 11." University of the Western Cape, 2019. http://hdl.handle.net/11394/7301.

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Philosophiae Doctor - PhD<br>The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use

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Frank, Mark. "An investigation into English home language teachers’ use of the English home language textbook in Grade 11." University of the Western Cape, 2020. http://hdl.handle.net/11394/7593.

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Philosophiae Doctor - PhD<br>The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use

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26

Clayton, Christina Dick. "The Effect of Parent English Literacy Training on Student Achievement." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4973/.

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When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is

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27

Bohanan, Patricia Jean. "A parent workshop for motivating emergent literacy in English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2257.

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The goal of this project is to help teachers create a motivation-enhancing literacy environment that increases students' reading ability, improves the understanding of written material, fosters a love of reading, and develops life-long learners.

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28

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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29

Syvanen, Carlyn. "Cross-age tutors: English as a Second Language students tutoring." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2481.

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The purpose of this study was to examine the effects of participation in a cross-age tutoring program on fourth and fifth grade English as a second language (ESL) students. The sixteen intermediate ESL students tutored first grade and kindergarten students in reading two days a week, for twenty minutes over a nineteen week period. It was hypothesized that tutors would improve their attitudes toward school and toward reading, that their perceptions of control would increase in the area of self control, and that they would make greater gains in reading achievement than other ESL students in thei

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30

Tsai, Tzu-Ru. "Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.

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The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included.

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31

Sanchez, Giselle. "Prediction of English and Spanish Early Literacy Skills of English Language Learners in the Primary Grades." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3893.

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This study explored how language, emergent literacy, and reading skills in both English and Spanish develop with a group of English language learners (ELLs) (n = 267). Specifically, the researcher investigated what early language and literacy skills were the most important predictors of reading abilities as indicated by the Book Task in prekindergarten through first grade. Early language and literacy skills were assessed utilizing subtest from the Woodcock Language Proficiency Batter - Revised, the Woodcock Language Proficiency Battery - Revised - Spanish Form and the Phonological Awareness Ta

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32

Mantei, Jessica. "An examination of the role of computer-based technologies in the learning and teaching of writing in a Stage 2 classroom." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070207.164406/index.html.

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33

Stratton, Kristin L. "English Language Learners and Balanced Literacy Approach| Exploring the Efficacy of Read 180 with 11th and 12th Grade English Language Learners." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13423779.

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<p> This study investigated the efficacy of the Read 180 program and its impact on upper secondary ELL students participating in the Read 180 program. The targeted population consisted of four 11<sup>th</sup> and 12<sup> th</sup> grade ELL READ 180 students attending a rural school with a school population of 884 students. To assess the effects of the Read 180 program, data was collected in regards to student reading, writing, speaking, and listening abilities from the beginning and the end of the 2017–2018 academic school year. Although this study was limited in duration and scope, it c

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34

Nelson, Meleah L. "Assessing the early literacy skills of young English learners : use of DIBELS in Spanish /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102181.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-111). Also available for download via the World Wide Web; free to University of Oregon users.

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35

Saunders, Ryan C. "Beyond media literacy in the language arts classroom [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Saunders_RCMIT2010.pdf.

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36

Hutchison, Lindsey A. "Home and preschool literacy environments of children from low-income, linguistically diverse families relations with early literacy outcomes /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3415.

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Thesis (M.A.)--George Mason University, 2008.<br>Vita: p. 105. Thesis director: Adam Winsler. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology. Title from PDF t.p. (viewed Mar. 17, 2009). Includes bibliographical references (p. 98-104). Also issued in print.

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37

Butiko, Rachel Butiko O. "Middle School Teachers' Perceptions of Long-Term English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4273.

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Increasing numbers of English-language learners (ELLs) with limited literacy skills in middle schools have resulted in a high percentage of long-term English-language learners (LTELLs). The problem of LTELLs, ELLs who have attended school in the United States for more than 6 years and have not met the state ESL exit criteria, is addressed in this study. Cummins' concept of second language acquisition and Vygotsky's zone of proximal development theoretical frameworks were used in this qualitative case study to explore the perceptions of 6 Title I middle school teachers. The purpose of this stud

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38

Macken-Horarik, Mary. "Construing the invisible : specialized literacy practices in junior secondary English." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/14978.

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39

Woolsey, Daniel Phelps. "First grade children's responses to teacher change in literacy contexts /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583623278.

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40

Paredes, Raquel Sara Abigail. "Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335.

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41

Valenzuela, Maria G. "Survey research on communication and language for English language learners and native English speakers enrolled in a college course on statistical literacy." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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42

Wong, Lai-kwan. "Reflections on the implementation of a new literacy programme with a focus on reading and writing in a Hong Kong primary one classroom." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241232.

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43

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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44

Campbell, Nancy. "Literacy and the teaching of English as a foreign language : a skills approach." Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278550.

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45

Johnston, Nicole R. "Understanding the information literacy experiences of EFL (English as a Foreign Language) students." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71386/3/Nicole_Johnston_Thesis.pdf.

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This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, underst

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46

Mmela, Edith. "Implementing Integrated Literacy Approaches in an English Classroom in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28025.

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The purpose of the study was to discover how teachers learn to teach. This was done through the process of answering the question â How does a teacher acting as a co-researcher come to understand the learner-centered integrated literacy approaches in an English classroom in Malawi?â The learner-centered integrated literacy approaches is a concept derived from a constructivist philosophy of teaching. English is an important language in Malawi because it is the official language (Kayambazinthu, 1998). For that reason children are motivated to learn it as a second language. However, their achi

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Ayonghe, Lum Suzanne. "Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4760.

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The purpose of this study was to examine the role that the use of subtitling can play as an aid in academic literacy (AL) programmes, particularly against the background of insufficient AL levels at the University of Buea (UB) and elsewhere. Essentially, the study wanted to investigate whether the AL levels of freshmen at UB would improve significantly if they were to be exposed to subtitled popular television programmes (dramas and documentaries) over a period of one academic semester, compared to the AL levels of students who were not exposed to these programmes. The literature survey provid

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Kim, Min Young. "Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586.

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Pamegiana, Andrea. "English as a weapon of power : a double-edged sword." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/14629.

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Includes bibliographical references (leaves 94-99).<br>This mini-dissertation explores the effects of the growth of English as an international and an intranational lingua franca with a focus on the South African debate about language and socio-economic empowerment. This exploration is carried out through an extended review of some of the theories that have challenged the notion that the spread of English is empowering for the majority of the world's population. I refer to these theories as the "critical discourse" about the power of English and argue that within this discourse there is a tend

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Kulich, Lynne Schlarb. "The English Reading Development of Karen Children Using the Fluency Development Lesson in an Intensive English Language Program: Three Descriptive Case Studies." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258493882.

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