Dissertations / Theses on the topic 'Language pedagogy'
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Zhu, Bo. "Chinese Cultural Values And Chinese Language Pedagogy." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228349636.
Full textDiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.
Full textBaker, Amanda A. "Pronunciation Pedagogy: Second Language Teacher Cognition and Practice." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/16.
Full textSellards, Regula. "Pedagogy and Successful Practices in Dual Language Programs." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689317.
Full textThe purpose of this qualitative study was to identify and describe the opinions of experts and practitioners in the field of two-way immersion (TWI) programs on key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. This study used the normative Delphi technique, where the researcher synthesized the knowledge and experience of a panel of experts and practitioners in dual language programs to identify and describe key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. The Delphi process involved 3 rounds, and the researcher analyzed and summarized responses from each of the rounds. The expert panelists, consisting of 7 researchers/authors, 3 principals, and 6 teachers, all researching, working, or teaching in the field of dual language education for 5 years or more, identified many key factors and pedagogical and other strategies that support the successful transition of TWI students from elementary to middle and high school. Nonpedagogical factors seemed more important than pedagogical ones. Identified as most important were teacher qualification, curriculum and program planning, communication, and administrative support. The experts also came to a consensus that engaged teachers with high language proficiency are crucial for this transition. Recommendations related to pedagogical strategies were assigned to Vygotsky's sociocultural pedagogy and Jim Cummins's transformative pedagogy. The findings of this study may provide administrators, principals, and teachers as well as parents, community, and board members guidelines and suggestions when implementing, enhancing, or improving dual language programs for students. Additionally, the insights from experts and practitioners on key factors and strategies for dual language programs allow for the development of training programs for current administrators, principals, teachers, and other staff involved with dual language programs.
Красуля, Алла Вікторівна, Алла Викторовна Красуля, and Alla Viktorivna Krasulia. "The Convergence of Technology, Pedagogy, and Language Learning." Thesis, ТзОВ "Трек-ЛТД", 2020. https://essuir.sumdu.edu.ua/handle/123456789/82711.
Full textУкраїнська асоціація дослідників освіти (УАДО)
Youngs, Marisa B. "THE LANGUAGE OF MUSIC: LINGUISTICS IN TRUMPET PEDAGOGY." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/115.
Full textZheng, Lingzhen. "Contemporary American Political Speeches : A Study of Sexist Language." Thesis, Högskolan Kristianstad, Enheten för lärarutbildning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5913.
Full textBell, Diana C. Neuleib Janice. "Motivation and critical pedagogy a view from within /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633384.
Full textTitle from title page screen, viewed May 9, 2006. Dissertation Committee: Janice Neuleib (chair), Ronald Strickland, Heather Graves. Includes bibliographical references (leaves 216-228) and abstract. Also available in print.
Thomas, Stephen F. "The implications of translation theories for language teaching pedagogy." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019137/.
Full textTatman, James J. "Culturally Responsive Leadership: Critical Pedagogy for English Language Proficiency." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1616614308056987.
Full textBradley, Christopher. "An Inquiry Into Relationships Between Spirituality and Language Pedagogy." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/153171.
Full textEd.D.
Some psychologists (e.g., Bergin, 1997) have contended that if individuals neglect the world of the spirit, they ignore a foundational aspect of themselves. This must especially be true for language educators, who come from all corners of the globe and thus bring into their classrooms many spiritual views. I define spirituality, following Palmer (2003) as “the eternal human yearning to be connected with something larger than our own egos” (p. 377). Spirituality need not, then, entail belief in a supernatural being or force. The main thrust of Palmer’s definition was that educators should seek to forge meaningful and lasting connections with their learners. Although such thinking is common in general education, it has been little addressed in Second Language Education (SLE). Hence, I felt that this inquiry was timely. I undertook this qualitative case study by analyzing narratives about the turning points in the spiritual journeys of nine language teachers of varying creeds (or who professed no overt spirituality), as well as their stories of how they felt that they applied their spiritual beliefs to classroom teaching. To this end, I interviewed each participant at least twice. After analyzing their interview transcript data, I triangulated the common themes emerging from these data with, where appropriate, the informants’ classroom syllabuses, lesson plans, and academic publications. I also attempted to validate the results of this study through member checking. Three participants felt that their journeys into religious pluralism had strongly influenced their efforts to teach social responsibility and challenging moral dilemmas in their classrooms. Another three held that their tribulations, as well as the resulting comfort they found in spiritual practices, helped them to be nurturing teachers who could understand clearly the pain faced by some of their young charges. Still another three, despite their divergent spiritual paths, all insisted that they sought to teach in an ethical, caring manner. Finally, most of the informants, regardless of their spiritual backgrounds or views, spoke of the importance of transformation, ethics, and connection (nurturing) to their pedagogy. I conclude the study by positing implications of the aforementioned findings for research and practice.
Temple University--Theses
Johnson, Neil Howard. "Genre as Concept in Second Language Academic Writing Pedagogy." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193575.
Full textLin, Wen-Yun. "Development of whole language as pedagogy for Chinese teachers." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284267.
Full textShepherd, Eric Todd. "A pedagogy of storytelling based on Chinese storytelling traditions." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180552747.
Full textSnow, Nancy Joyce. "Imitation pedagogy: The ongoing debate." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1368.
Full textHaas, Mark J. Neuleib Janice. "Conversations in context a genre-based pedagogy for academic writing /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9721395.
Full textTitle from title page screen, viewed May 26, 2006. Dissertation Committee: Janice Neuleib (chair), Douglas Hesse, Dana Harrington. Includes bibliographical references (leaves 206-218) and abstract. Also available in print.
Hudson, Seth Andrew. "Approaching a Pedagogy of Game Writing." Thesis, George Mason University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811219.
Full textThis dissertation is a phenomenological study exploring the lived experiences of industry video game writers. The findings of the study highlight the areas of competence necessary for game writing in the workplace, including writing and storytelling, communication and collaboration, understanding systems and dynamics, tool proficiency, and understanding play. The study also examines the formal and informal learning experiences of the participants relevant to these areas of competence. Contributing to the limited body of research on computer game design (CGD) pedagogy in higher education, the study’s theoretical framework was informed by literature from the fields of game design, game studies, narrative design, writing research, rhetorical genre studies (RGS), and cultural-historical activity theory (CHAT). The dissertation goes on to outline applications for CGD pedagogy in higher education, especially game development and game writing, and presents a process-oriented, roles-based approach to designing CGD curricula and coursework.
Dong, Yanning. "Critical thinking in second language writing : concept, theory and pedagogy." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54984.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Dashwood, Ann, and n/a. "Third Turn as a Teachable Moment in Foreign Language Pedagogy." Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060810.092724.
Full textGiang, Leon. "The Art of Imitation : A Pedagogy for Developing Language Awareness." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58740.
Full textSmith, 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.
Full textYang, Tieh Chung. "Rethinking washback : the interplay of beliefs and contextual factors to mediate pedagogy." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/18370.
Full textMeng, Nan. "Chinese Culture themes and Cultural Development: from a Family Pedagogy to a Performance-based Pedagogy of a Foreign Language and Culture." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345312833.
Full textTaylor, Alana Imani. "Potential applications of second language acquisition theory and modern language teaching curriculum to koine greek pedagogy." Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531441.
Full textOjeda, Fernando Arturo. "The role of word games in second-language acquisition second-language pedagogy, motivation, and ludic tasks /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0003980.
Full textZhao, Wenting. "Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500328309151353.
Full textMoore, William Love. "An inquiry into the writing pedagogy for middle school language arts." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/william%5Fl%5Fmoore/Moore%5FWilliam%5FL%5F200601%5Fedd.pdf.
Full text"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 177-186).
Saternus, Julie. "Critical Language Pedagogy: Linguistic Diversity in the First-Year Composition Classroom." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1396538686.
Full textMcConnell, Rodney K. "The pedagogy of testing a case study of writing instruction in Texas /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232419301&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textCarbone, Paula M. "Investigating a critical writing pedagogy implications for classroom practice /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925780911&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textBolt, Julie Elizabeth. "Border pedagogy for democratic practice." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289996.
Full textKou, Yupeng. "L2 Chinese grammar pedagogy: the case of the ba-construction." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6450.
Full textClayman, Ruth. "Re-imagining invention (post)pedagogy from Ulmer's electracy to design." Thesis, Wayne State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700598.
Full textThis dissertation is a historical project that traces the development of notable strands of composition pedagogy first crafted by Gregory Ulmer in his 1984 Applied Grammatology that continue to the present day, and groups them together in how they are incorporating multimodal tools in writing instruction that demand innovation in composition instruction. This will demonstrate how the work of certain contemporary composition scholars can be seen as creatively re-working the invention model that was devised and promoted by Ulmer in 1984. Through this history of invention in composition, Ulmer's invention model of writing instruction is clearly seen as both situated within a contemporary American Romanticism, and influenced heavily by Derridean deconstruction, and I will show that today's scholars who are students of Ulmer's invention model are creating pedagogy that effectively bring together elements of both Romanticism and Deconstruction.
Thompson, Clarissa. "Pedagogy and prospective teachers in three college English courses /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7826.
Full textWilliams, Cristan. "Engaging differences linguistic diversity and critical literacy pedagogy in the classroom." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10816.
Full textThis study developed out of my own experiences as a high school English teacher and my engagements with the intertwined issues of language and diversity in the classroom.The study foregrounds the nature of students' and teachers' engagements with linguistic diversity and the role of the teacher in critical literacy. In South Africa there is very little classroom based research which shows how students and teachers are engaging with issues of diversity, power and inequality, post-apartheid. This research focuses on how my students and I interact with issues of linguistic diversity in an English Home Language, Grade 8 classroom context using critical literacy pedagogy as the means by which to engage with these issues.
HAIG, EDWARD. "How Green Was My Textbook? Towards an Ecological Critical Language Awareness Pedagogy." 名古屋大学大学院国際言語文化研究科, 2003. http://hdl.handle.net/2237/8005.
Full textMcAloon, Patrick Owen Robert. "The Evolution of Institutional Definitions of Advanced Skills in Chinese Language Pedagogy." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392908597.
Full textKucia-Stauder, Kristin Marie. "Stimulating intrinsic motivation: Brain-based pedagogy for the second-language writing classroom." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3010.
Full textNugent, Margaret R. Graves Heather Brodie. "Toward a deprivatized pedagogy public teacher response to student writing /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803731.
Full textTitle from title page screen, viewed June 8, 2006. Dissertation Committee: Heather Brodie Graves (chair), Ronald L. Strickland, William Woodson. Includes bibliographical references (leaves 221-228) and abstract. Also available in print.
Renner, Sacha B. "Implementing culturally responsive pedagogy in a secondary English classroom." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Renner_S%20%20MITtheisis%202007t.pdf.
Full textNavickas, Kathryn E. "Feminism and composition a pedagogy for first year composition /." Diss., Online access via UMI:, 2009.
Find full textHadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.
Full textYang, Jia. "Toward a Pedagogy of Conventional Expressions in Chinese Culture." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397695945.
Full textPolat, Mustafa. "Emerging Technologies in Language Pedagogy: Language Learners' Perceptions through the Lenses of Innovation Diffusion and User Intention Theories." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612413.
Full textBennington-Dykes, Judy. "Critical invention a rhetorical pedagogy for critical literacy /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000105.
Full textMcGarrity, Matthew. "The public speaking public an analysis of a rhetoric of public speaking pedagogy /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178427.
Full textSource: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2200. Chair: Patricia Hayes Andrews. "Title from dissertation home page (viewed Nov. 27, 2006)."
Lewis, Elizabeth. "Secondary English teachers' perspectives on the incorporation of new literacies in their pedagogy." Related electronic resource:, 2008. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Full textHanks, Janet. "Appalachian Language in the Two-Year College Composition Classroom." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/95542.
Full textDoctor of Philosophy
This dissertation examines the attitudes of composition professors at the two-year college level toward Appalachian language and culture to determine if there is a correlation between professors' beliefs and students' grades and success rates. First-year composition courses are required of all students at the community college level, and these courses are designed to prepare students for the kinds of writing expected of them in college, both at the two-year level and after they transfer to four-year institutions. The study determined through interviews that professors tend to stigmatize both language and culture, but these attitudes do not necessarily result in a higher failure rate for students. While Appalachian students are 16% more likely to fail and 17% less likely to earn A grades, they still pass first-year composition courses at roughly the same rate as their non-Appalachian peers. The more successful students, however, are those who are willing to code-switch—that is, to exchange their Appalachian English for standard academic English The study also determined that students who participate in incentivized tuition reimbursement plans (like the Access to Community College Education program) are more likely to be successful in composition courses and in college in general.
Gomes, Marc Andrew. "Cognitive science approaches to actor training| Interrogating conceptual language." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255101.
Full textThis thesis explores the ways in which the fields of neurobiology and cognitive science impact concepts of performer processes, and how the findings of this research can help actors and actor trainers to examine assumptions that inform how they frame and describe performer practices. Cognitive science research provides a precise understanding of the embodied processes of “self”, “consciousness”, “emotion” and “perceiving”, and I argue that it is productive to interrogate these terms as they pertain to descriptions of the actor’s practice and performer training.
In this thesis I describe the relevance of cognitive science findings to theatre with respect to concepts commonly advanced in actor training in the United States, namely the “self,” “truth,” and “authentic.” I offer a reconsideration of these concepts through a cognitive science lens that opens up possibilities for emerging dramatic and performance paradigms. I then propose the development of a “corporeal intelligence,” that enables an actor to propose gestures, movement, vocal strategies, and action
Boyd, Michael Glen Broad Bob. "Discourse community pedagogy opening doors for students of composition /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196658.
Full textTitle from title page screen, viewed May 18, 2006. Dissertation Committee: Bob Broad (chair), Jan Neuleib, Ron Fortune. Includes bibliographical references (leaves 148-151) and abstract. Also available in print.