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Dissertations / Theses on the topic 'Language taught'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Mose, Patrick O. "A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274.

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EHRLICH-MARTIN, SUZANNE M. "A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148057666.

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Gustavsson, Lennart. "Language taught and language used : dialogue processes in dyadic lessons of Swedish as a second language compared with non-didactic conversations." Doctoral thesis, Linköpings universitet, Tema Kommunikation, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-35339.

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The purpose of the research reported in this monograph has been twofold. First, it aims at contributing to an inquiry of the ways in which language and context are intertwined. Second, it aims at giving a characterization of a specific communicative event, second language teaching. The study starts out from a broad social-theoretical perspective, inspired by language game theory and ethnomethodology, as well as Goffman's (1974) 'frame analysis' and the work of Ragnar Rommetveit (1974, 1987). Levinson's (1979) notion 'activity type' is used in exploring how relevance criteria and frames of inte

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4

Shelton, Susan Allsop. "Sentence-Level Construction Methods: Skills Taught Are Skills Used." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.

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The findings of this study predict that students who utilize five specific sentence constructions on timed single-draft writing compositions will have higher holistic scores than students who do not utilize the specific constructions. Students in the treatment group who were taught to use the five constructions through thorough and consistent instruction in a semester length first year writing course showed statistically significant gains, 4.698 points on a 0-18 scale, based on comparison of pre-test and post-test writing samples. The findings suggest that specific style instruction at the se

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Parry, Justin Tyrel, and Justin Tyrel Parry. "Analyzing Hebrew Textbooks: Differing Goals and Identities in Language Classrooms." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623154.

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Among a rich variety of studies in second language acquisition research, relatively few have investigated the role of textbooks for language teachers and learners, in spite of their nearly universal importance in language classrooms (Kramsch, 1988; Plews & Schmenk, 2013). This three-article dissertation examines this issue for the context of Hebrew as a less commonly taught language (LCTL), through considering the goals and identities of four types of teachers (Native, Ethnic Heritage Language [HL], Linguistic HL, and Foreign Language [FL]teachers)and three types of learners (Ethnic HL, Lingui

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Oliveira, Desiree. "Portuguese as a Foreign Language: Motivations and Perceptions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2874.

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Portuguese enrollments have been on a continuous rise at universities in the United States. Due to this increase it is important that teachers and department administrators understand what the motivations of Portuguese students are. This study reports on the findings of a survey conducted with lower-level Portuguese students at Brigham Young University regarding their motivations to study the language and compares these motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on students' perspectives on Portuguese in contrast to their perspect

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Harlech-Jones, Brian. ""You taught me language" : The implementation of English as a medium of instruction in Namibia /." Cape-Town : Oxford University Press, 1990. http://catalogue.bnf.fr/ark:/12148/cb35609199f.

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Wababa, Zola. "How scientific terms are taught and learnt in the Intermediate Phase." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2189.

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Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural science in the intermediate phase, with specific reference to the way in which isiXhosa (learners’ home language) is used alongside English (the resource language and medium of teaching and learning). My research investigated teaching and learning practice materials in two classes and studied the roles of English and isiXhosa in mediating cognitively challenging subject content, particularly natural science conc

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Driskill, Qwo-Li. "Yelesalehe hiwayona dikanohogida naiwodusv God taught me this song, it is beautiful : Cherokee performance rhetorics as decolonization, healing, and continuance /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Rhetoric and Writing, 2008.<br>Title page also has title printed in Cherokee syllabics. Title from PDF t.p. (viewed on July 10, 2009) Includes bibliographical references (p. 281-290). Also issued in print.

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Merrill, Margaret. "Creation of a Training and Development Program for Teachers of Less Commonly Taught Languages at Brigham Young University: A Development Project." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1742.pdf.

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Carpenter-Kabel, Amy Lynn. "How is Reading in the Content Areas Taught in Rural Schools?" Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1209657391.

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Parker, Stephanie Rose. "And That Is That: How My Grandmother's Battle with Dementia Taught Me to Speak Without Words." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1177.

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Thesis advisor: Paula Mathieu<br>The following work is a memoir that chronicles my grandmother’s battle with a rare form of frontotemporal dementia. This dementia robbed her of the ability to use and process language, though, unlike Alzheimer’s Disease, it did not affect her memory or capacity to recognize loved ones. My thesis follows my family’s journey as we learned to develop new methods of communication that did not rely on words, methods largely dependent on a vault of family memories passed down through several generations of strong women. Ultimately, my experience with my grandmother’s

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Chik, Pui-man Pakey. "Differences in learning as a function of differences between hierarchical and sequential organisation of the content taught." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37037432.

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Haines, Kevin. "The situated language learning of international students taking degree programmes taught through English in the Netherlands : narrative interpretations." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/ca967bba-45d9-4b88-8b66-a0ecafe6c4e9.

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This dissertation reports my collation of the language learning narratives of international students taking degree programmes taught through English in the Netherlands. Narrative representations of the experiences of seven internationally-oriented students reveal learner perspectives of language acquisition beyond the formal classroom. Meanwhile,I have used personal narratives to represent my own interaction with participants and data, resulting in a portrayal of my growth from teacher into qualitative researcher. I record the learning experiences of the participants through Language Learning

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Lawrence, Jason. "'Who the Devil taught thee so much Italian?' : Italian language learning and literary imitation in early modern England /." Manchester : Manchester university press, 2005. http://catalogue.bnf.fr/ark:/12148/cb40049006j.

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Mims, Pamela J., and Carol Stanger. "ELA Instruction for Students with Significant Disabilities: Fictional Novels Taught Through an iPad App." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/192.

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This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will

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Brodén, Stephanie. "Does it help or hinder English language learners to use Swedish when English is taught in a multilingual classroom?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34530.

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The purpose of this study is to find out whether pupils English language learning benefits from using Swedish during the English lessons. I decided to collect my material from interviews in combination with classroom observations. I chose to start with the observation of the class and the teacher during one lesson before I did my interview. It is difficult to draw any conclusions of this with only the two schools I visited. If I were to do it again I would have chosen two schools that both start teaching English at the same age and devote the same amount of time each week to learning English.

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Kapetanovic, Ena. "Learning Strategies for Students with Dyslexia : A qualitative case study about learning strategies taught to students with dyslexia." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53194.

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This paper presents a case study carried through with interviews from three remedial teachers in English working with students with dyslexia at public schools in the south of Sweden. The aim of the study was to investigate the learning strategies used by remedial teachers in order to help students with dyslexia to facilitate their learning process and reach higher grades in English as a foreign language. The results of this study indicated an agreement between the remedial teachers and previous research found regarding the use of technological learning aids, the adjustment made for students wi

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Chik, Pui-man Pakey, and 植佩敏. "Differences in learning as a function of differences between hierarchical and sequential organisation of the content taught." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37037432.

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Swartz, Karen, and Junije Polozhani. "Us and Them : A study concerning how culture is perceived and taught in Sweden and the Former Yugoslav Republic of Macedonia." Thesis, University of Kalmar, School of Human Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2461.

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<p>The aim of this study is to investigate whether culture is perceived and taught in similar ways in regard to the study of English during the final year of compulsory schooling in Sweden and the Former Yugoslav Republic of Macedonia. In order to achieve this, relevant parts of policy documents and teaching materials from both school systems are analyzed – based on a framework which was devised using Claire Kramsch’s definition of culture as a foundation – and discussed. Our findings indicate that culture is not perceived and taught similarly in regard to the study of English during the final

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Gill, Marianne E. "The Nature of Transfer from the Concepts and Vocabulary Taught in a Character Education Unit to Students Classroom Discourse." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2579.

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This action research study was conducted to inform my teaching practices on character education. The purpose of this study was to better understand the nature of transfer from the concepts of character taught in lessons to students' classroom discourse. Data were systematically collected from student comments, class meetings, and student reflection journals during a 13-week character education unit. Their discourse was coded and analyzed for evidence of transfer through an iterative process that allowed for ongoing comparison of the data. Evidence of transfer was identified only once prior to

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Weisenbach, E. Lynne. "An experimental study of the effects of direct instruction in comprehension strategies taught through listening upon reading comprehension of fourth grade students." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535893.

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The purpose of this study was to determine if direct instruction in comprehension strategies taught through listening had an effect on the reading comprehension of fourth grade students.The study sample consisted of seventy-four students in fourth grade classrooms in a metropolitan school district in central Indiana. The two experimental classes received eight listening lessons, taught by the regular classroom teachers, at the rate of one per week. The two control classes did not receive the listening instruction.The students in the experimental and control groups were classified into three ab

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Ryu, Jieun, and Jieun Ryu. "Pragmatics Instruction in Korean as a Foreign Language Programs in the U.S.: Overview of the Programs, Instructors' Beliefs, and Pedagogical Application." Diss., The University of Arizona, 2018. http://hdl.handle.net/10150/626659.

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In the field of Korean as a foreign language (KFL) pragmatics, current scholarship documents a need for change in regards to speech styles as dynamic features (Byon, 2007; Chang, 2014; Cook, 2011; Jung, 2015; Park, 2012; Strauss & Eun, 2005; Yoon, 2010). However, speech styles are often taught at a pragmalinguistic level as a grammar point and in a textbook or in a classroom sociopragmatics presentation is limited to static contextual features such as one’s social status and/or age. Moreover, even though the honorifics system and speech styles are perceived as daunting by even the most advance

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Robinson, Isabel Alice Walbaum. "Exploring students' and teachers' perceptions about engaging in a new law programme taught in English in an Italian university." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/22029.

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This case study investigates teachers’ and students’ perceptions about engaging with the disciplinary and linguistic demands of a new Italian law programme, launched for the first time in academic year 2006-2007, taught entirely in English in an Italian university. The study examines students’ and teachers’ perceptions as they engage with teaching and learning law in English. This is a timely international higher education case study, given present policy initiatives in the European Union (EU) towards upgrading language education in the region, and in parallel, raising Europeans’ language mast

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Fam, Medhat. "Acquiring Higher Levels of Proficiency in Less Commonly Taught Foreign Languages| A Single Case Study of the Impact of Teacher Perceptions of Cognitive Theories for Instructional Design." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936762.

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<p> Acquiring higher levels of proficiency in less commonly taught foreign languages such as Arabic, Chinese, and Korean is an extraordinarily high stressful process. Stress contributes to the cognitive demand imposed on both students and teachers. The cognitive demand is defined as the degree of concentration required for a person to solve problems or complete a task in a given time. The purpose of this qualitative single case study is to investigate the impact of teacher perceptions of cognitive theories for instruction and instructional design. The conceptual framework for this study is bas

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Gray, Jeremy. "An investigation into the oral English language proficiency gain of pupils taught by native English-speaking teachers in Hong Kong secondary schools." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3944/.

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Purpose This study examines the extent to which Native English-speaking Teachers (NETs) have an impact on the oral English language proficiency gain of pupils taught in secondary schools in Hong Kong i.e. the so-called 'NET effect'. The principal aim was to determine whether the oral proficiency gain of subjects involved in this study was greater in students taught by NET teachers than it was in students taught by local teachers. Through the examination of Time one and Time two oral assessment data, this study also sets out to investigate the nature and strength of other predictor variables fo

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Eldeib, Aalaa Mohammed. "Experience Versus Grade Level Taught: An Analysis of the Factors that Contribute to Student Achievement." University of Toledo / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1135220039.

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Diaz-Philipp, Alma Lucinda. "Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class?" PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4980.

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In response to the increasing number of United States school students from diverse linguistic and cultural backgrounds at all grade levels, often called "simultaneous bilinguals," the U.S. school districts are opening schools that offer bilingual instruction. One instructional strategy that seems promising is the "Bridge," where students contrast and connect the literacy skills learned in one language to the literacy skills in their other language. An underlying component of learning a language is student attitude and motivation to learn. Research also seems to indicate that student attitude a

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Jonsson, Karin. "Students' Oral Participation in the CLIL Classroom. : A comparative study of oral participation of CLIL students and students taught through their native language Swedish." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7304.

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Studies have shown that participation and interaction in a language classroom are important. Especially so in the CLIL classroom where the target language is both the subject of study and the medium of instruction. However, it can be difficult for a teacher to get students to participate orally. Many researchers claim that students’ oral output in the CLIL classroom is minimal, and that they speak less than students who are taught through their native language. The aim of this paper was to study Swedish CLIL students’ oral participation and to find out whether the amount of oral classroom inte

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McMurry, Benjamin L. "Self-Access Centers: Maximizing Learners' Access to Center Resources." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd966.pdf.

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Marshall, Alexander Carlton. "How English as first additional language is taught and used in quintile one primary school in Grade 4 where learners officially change from isiXhosa to English as the language of instruction: a case study." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13773.

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This study explores how learners in a township primary school learn, and are taught through the medium of English, in a community of pre-dominantly Xhosa speakers, and where English is seldom spoken or heard. The school is typical in the sense that learners from Grade 1 to Grade 3 are taught in isiXhosa as home language, with English as subject, after which they switch to English as the language of teaching and learning from Grade 4 onwards. The study concerns itself with the language and literacy practices at this pivotal switch-over point, and investigates to what extent learners in the Grad

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Mwangi, Peter N. "The Impact of the STARTALK Language Program on the Internationalization of Higher Education in the United States." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479124046459707.

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Chayarathee, Sutaporn. "Reading comprehension, and attitude and behaviour, of students taught ESL by cooperative learning in Prathom (Grade)6 classrooms in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1329.

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A system-wide educational change has been implemented in primary, secondary and tertiary education in Thailand. One major aspect of the change was the requirement for all students from grade I onwards to study English as a second language (ESL). The change requires new methods of teaching and learning, such as cooperative learning, to be introduced in Thai ESL classrooms. This study aims to determine if cooperative learning improves English reading comprehension, and attitude and behaviour to learning ESL, compared to a Thai communicative methodology. The study was conducted in three phases. P

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Plaza, Cajsa. "The environments differ, and therefore, the language differs. : A case study of how pragmatic competence in English is taught in a Swedish secondary and upper secondary school." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-99946.

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Pragmatic competence has become an essential component of L2 (second language) proficiency. The purpose of this case study is to investigate how pragmatic competence in English is taught in a public Swedish secondary and upper secondary school. The aim with this study is to reach an in-depth understanding of how the teachers in this specific school view, value and teach pragmatic competence. The study has a qualitative approach and was conducted through semi-structured interviews with two teachers. In addition to the interviews, an analysis of the pedagogic material used in the classroom was m

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Cherro, Samper Myriam. "Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/52889.

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Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to

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Pecikoza, Sanjin. "Are Nordic students prepared foruniversity courses taught in English? : Comparing the Danish, Finnish, Norwegian and Swedish pre-university English language syllabuses with international requirements for university entry." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53855.

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Due to globalization and the importance of having a single lingua franca in academia, the number of international university courses taught in English—so called English medium instruction (EMI) has been steadily increasing. All students, national and international, are required to pass a certain linguistic threshold in order to be able to apply for a university program. Concerning Nordic universities, international students are required to take one of many international proficiency tests, such as the Test of English as a Foreign Language (TOEFL) and the International English Language Test Syst

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Issa, Nazra. "The Challenges of education in Kenya : A critical analysis investigating the access to multicultural education and access to indigenous languages taught in Kenyan school." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45492.

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The present study aimed at analysing the role of socioeconomic factors in the unequal access to health care among Kenyans. Content analysis was utilised as the principal data analysis methodology, while systems theory guided the process of addressing the research question. Relevant data was obtained from scholarly sources published in credible databases. The findings identified several socioeconomic factors accounting for unequal access to health care in Kenya. Large household size, female-headed households, and lower social class were identified as the chief social factors contributing to thi

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Engwers, Anton. "“IN THAT CASE I CHOOSE TO WORK WITH SHORT STORIES” : A study about how English short stories are taught by nine upper secondary school teachers in Sweden and said teachers’ attitudes towards short stories." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54100.

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Reading English literature can help learners of English as a foreign language (EFL) to develop their reading ability as well as other language skills. Reading can also have other benefits for EFL students such as learning about the target language’s culture or an English variety in written form. This present study investigates what types of literature are used in Swedish upper secondary school, the EFL teachers’ attitudes towards short stories compared to simplified novels/graded readers and their preferred assessment methods associated with literature teaching. The majority of the teachers th

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Mpoyi, Cilo Norbert. "Les pratiques effectives des enseignants pour construire la langue écrite chez les adultes en milieu plurilingue. : le cas de l'Alliance française de Kinshasa / R.D. Congo." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL019/document.

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RésuméCette recherche qui s’inscrit dans le domaine de l’interactionnisme sociodiscursif, concerne la construction de la compétence scripturale chez les adultes en milieu multilingue. Elle interroge les pratiques effectives des enseignants en vue de comprendre ce qu’ils font réellement lorsqu'ils enseignent l’écrit. En prenant appui sur la théorie de la transposition didactique et la théorie des objets enseignés, une méthodologie d’observation de classe écologique a été mise en place dans le cadre de classes de Français Langue Etrangère et Seconde (FLES) pour un public adulte à l’Alliance Fran

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Yliherva, A. (Anneli). "Ennenaikaisina ja pienipainoisina syntyneiden lasten puheen- ja kielenkehityksen taso kahdeksan vuoden iässä:pohjoissuomalainen syntymäkohortti 1985-86." Doctoral thesis, University of Oulu, 2002. http://urn.fi/urn:isbn:9514267168.

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Abstract The speech and language abilities of preterm and low birthweight children were studied at the age of 8 in the northern Finland 1-year birth cohort for 1985 - 86. The language abilities of 42 8-year-old preterm children with birthweight < 1750 g were studied with four different language tests: the Illinois Test of Psycholinguistic Abilities (ITPA), the Token Test for Children (TTC), the Morphological Test for Finnish speaking children (MT) and the Peabody Picture Vocabulary Test (PPVT). Full-term control children with birthweight ≥ 2500 g (n = 42) from the same birth cohort matched

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Wilbur, Marcia L. "How foreign language teachers get taught methods of teaching the methods course /." 2005. http://purl.galileo.usg.edu/uga%5Fetd/wilbur%5Fmarcia%5Fl%5F200508%5Fphd.

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Hau-Yoon, Lucia. "The evaluation of a Mandarin Chinese course taught as a foreign language for distance learners." Diss., 2002. http://hdl.handle.net/10500/747.

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The purpose of this dissertation was to evaluate the Mandarin Chinese course taught as a foreign language for distance learners through a review of distance education and how it applied in foreign language teaching, a learning package based on Unisa's Mandarin Chinese 1, a beginners' course, was fully discussed and demonstrated. An analysis was made of what had been utilised in the learning package and how each element helped distance learners to develop their language skills. Based on the course's learning outcomes, learning material, assessments and learning support, empirical researc

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Parry, Justin Tyrel. "Motivation and heritage learner status : modern Hebrew in the U.S." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5119.

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Most researchers in second language acquisition (SLA) concur that understanding motivation is vital to promoting success and both short and long-term interest among L2 learners (Gass & Selinker, 2001). Hebrew has become an endangered language in the U.S. (Spolsky, 2009), as partly attested by a decrease in Hebrew language enrollments at U.S. universities (Furman, Goldberg, & Lusin, 2009). With this decline, an analysis is needed to investigate the diverse motivations of U.S. university students who enroll in Modern Hebrew (Feuer, 2009; Kaufman, 2010). This report examines research on this topi

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KRAMLOVÁ, Naděžda. "Implementace metody CLIL do výuky matematiky v malotřídce." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-363588.

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The thesis is focused on the implementation of method of content and language integrated learning in mathematics in the small school where several grades are taught in one class. The thesis is divided into two parts. The theoretical part deals with issues related to teaching of vocational subject in the foreign language. I define CLIL and show the opening implementation of teaching of this method in schools in the Czech Republic. Then, I concern the advantages and disadvantages of this method, the suitability of different subjects and to implement different variants of CLIL, which I can use wh

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