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Dissertations / Theses on the topic 'Monolingual students'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Sarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.

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2

Aitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.

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Bastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.

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Harris, Elizabeth Anne. "Portraits of Writing Instruction: Using Systemic Functional Linguistics to Inform Teaching of Bilingual and Monolingual Elementary Students." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2173.

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Thesis advisor: Maria E. Brisk<br>This descriptive case study examines the role that Systemic Functional Linguistics (SFL) theory of language can play in making academic language more transparent and accessible to linguistically diverse students. In an urban fourth grade classroom composed of both bilingual and monolingual students, I incorporated key concepts of SFL into writing instruction on personal narrative and scientific explanation texts. Specifically, instruction explored the context, purpose, and tenor of each genre and scaffolded students' development of appropriate structure and us

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Tápanes, Vanessa. "Effects of Dual Language Learning on Early Language and Literacy Skills in Low Income Preschool Students." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3804.

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This paper presents a framework for literacy skill development relating to both monolingual and dual language learners. The purpose of this study was to identify the differences that may exist between monolingual and dual language learners' performance on literacy tasks, before having a significant amount of exposure to the preschool curriculum. The sample included 78 monolingual language learners and 44 dual language learners who were assessed using the Woodcock Language Proficiency Battery-Revised (WLPB-R). The researcher used scoring methods that took into consideration split vocabulary in

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6

Concha, Bañados Soledad. "Local coherence in academic writing: an exploration of Chilean 12th grade Spanish monolingual students' metalinguistic knowledge, writing process, and writing products." Thesis, Boston University, 2007. https://hdl.handle.net/2144/31960.

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Thesis (Ed.D.)--Boston University<br>This study focused on 12th grade Chilean students' ability to produce locally coherent academic texts and on the cognitive basis that underlies this ability. Participants were Chilean students from the city of Santiago, who attended urban public schools, belonged to a low socioeconomic group, and had obtained average scores on the national literacy assessment (SIMCE). All the students in the study wrote argumentative texts in response to a writing prompt and answered a test of recognition of incoherent sequences. A sub sample wrote a second argumentative te

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7

Theraulaz, Marie. "Learning content in a second language: Advantageous for the brain? A comparison of monolingual and bilingual students´ cognitive aptitudes in mathematics learning." Thesis, Universidad de las Américas Puebla, 2010. http://catarina.udlap.mx/u_dl_a/tales/documentos/mla/theraulaz_m/.

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This study investigated the relationship between bilingualism and cognitive skills. It shows how 10 to 12 year old bilingual learners apply cognitive aptitudes on mathematic tests compared to monolingual speakers. The study took place in Mexico and compared monolingual Spanish speakers with bilingual Spanish ? German speakers regarding their cognitive aptitudes. The cognitive skills that were being investigated were velocity in spatial speed, short-term memory, logical thinking and abstract reasoning. This study is especially addressed to teachers and parents because it shows the cognitive im

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8

Hong, Kyungsim. "Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5270/.

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This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed u

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9

Saour, Georges. "The linguistic repertoire and the learning of English as a foreign language : a case study of high school monolingual and bilingual students in Aleppo City, Syria." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1176/.

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10

Sanchez, Giselle, and Shizatiz Gioconda Guerrero. "MASTER OF SOCIAL WORK STUDENT COMPETENCY IN SPANISH SKILLS AND THE SUPPORT THEY RECEIVE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/697.

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With the growth of the Latino population in the United States on the rise and the limited number of bilingual Spanish social workers, it is critical to explore the Master of Social Work student’s self-perceived competency in Spanish skills and the support they receive. These are the emerging professionals that will be interacting and providing services for Latinos in our communities. Exploring and understanding the challenges students encounter, their self-perceived competency, and how students can be supported, will be beneficial not only to them but also to Latino clients seeking services in

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11

Al-Ajmi, Hashan. "The use of monolingual English and bilingual Arabic-English dictionaries in Kuwait : an experimental investigation into the dictionaries used and reference skills deployed by university students of arts and science." Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398470.

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This is an empirical investigation into the use of dictionaries by students of English and Science at Kuwait University with a particular focus on bilingual dictionaries of Arabic and English. In the introductory chapter we discuss the increasingly important role of vocabulary in EFL methodology and the relevant emphasis on improving existing dictionaries and teaching students how to make effective use of them. In chapter two we focus on bilingual dictionaries and review their status in EFL methodology. Then structural features of this type of dictionary are discussed with special reference to

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12

Ajmi, Hashan. "The use of monolingual English and bilingual Arabic-Engish dictionaries in Kuwait : an experimental investigation into the dictionaries used and reference skills deployed by university students of arts and science." Thesis, University of Leeds, 1992. http://etheses.whiterose.ac.uk/1389/.

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This is an empirical investigation into the use of dictionaries by students of English and Science at Kuwait University with a particular focus on bilingual dictionaries of Arabic and English. In the introductory chapter we discuss the increasingly important role of vocabulary in EFL methodology and the relevant emphasis on improving existing dictionaries and teaching students how to make effective use of them. In chapter two we focus on bilingual dictionaries and review their status in EFL methodology. Then structural features of this type of dictionary are discussed with special reference to

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13

Stentaford, Allison. "Translating the Environment: A Comparative Analysis of Monolingual Corpora and Corpus-Based Resources, their Usability and their Effectiveness in Improving Translation Students’ Comprehension and Usage of Specialized Terminology in the Field of the Environment." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35978.

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Corpora and corpus-based resources have received much attention with regard to translator training, terminology, and specialized resource development. With a specialized monolingual corpus and a specialized online dictionary, the DiCoEnviro, we sought to provide insight into the usability and effectiveness of both types of resources in improving translation students’ comprehension and usage of specialized terminology in the field of the environment. We assessed a specialized corpus and the DiCoEnviro through three lenses adapted from the usability framework proposed by Nielsen (2001): eff

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14

Chacon, Vanessa. "The Effect of the Cut Off Rules of the Bateria Woodcock-Munoz Pruebas de Habilidad Cognitiva-Revisada on the Identification and Placement of Monolingual and Bilingual Spanish Speaking Students in Special Education: A Cross-cultural Study." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195431.

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This study was designed to investigate if the Batería Woodcock-Muñoz: Pruebas de Habilidad Cognitiva- Revisada is a valid cross-cultural tool to measure the cognitive ability students of three Spanish-speaking groups from two different Spanish-speaking countries. One group is represented by culturally diverse bilingual Spanish dominant students in Tucson, Arizona since there is an overrepresentation of bilingual students receiving special education services in all school districts in this area. The second group consists of monolingual Spanish-speakers from Costa Rica referred for special edu

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15

Syahabuddin, Khairiah. "Student English achievement, attitude and behaviour in bilingual and monolingual schools in Aceh, Indonesia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/1083.

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Following the tsunami in 2004, the education system in Banda Aceh, Indonesia,was reconstructed and revitalised, and part of this involved foreign intervention in setting up bilingual schools alongside state-run monolingual schools. The purpose of this study is threefold. The first is to investigate the achievements of first year middle school students in Banda Aceh (Indonesia) in English essay writing, English reading comprehension, and attitude and behaviour with regard to learning English, as dependent variables, in the context of differences in gender and school types (bilingual and monolin

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16

Bonato, Nicole <1995&gt. "Produzione elicitata di pronomi clitici diretti e test di memoria in studenti monolingui italiani a sviluppo tipico frequentanti la scuola primaria." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19255.

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Il presente lavoro di tesi si propone di analizzare la competenza di 73 bambini monolingui italiani a sviluppo tipico frequentanti la scuola primaria, rispetto alla produzione di frasi contenenti pronomi clitici e di osservare se l'accuratezza nella produzione è legata alla memoria di lavoro. A questo scopo sono stati somministrati un test di produzione elicitata di clitici diretti (di Casani, Cardinaletti e Volpato - in produzione) e due test di memoria (il primo di ripetizione di non parole; il secondo composto di due subtest: uno di ripetizione di sequenze di cifre in avanti e l'altro di ri

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17

Hu, Yu-Ting, and 胡瑜庭. "Taiwanese Seventh Grade Bilingual Students' Chinese and English Proficiencies in Comparison with Taiwanese and American Monolingual Education Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2yw427.

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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>102<br>This research examined bilingual students’ Chinese and English proficiency. The subjects were 39 seventh grade bilingual students in a private school in Taipei City. The students took the following standardized tests for the evaluation: SSAT (Secondary School Admission Test) in English and Chinese test with CWT (Chinese Writing Testing Center). Bilingual students’ SSAT Reading test results were compared with the same grade native English learners in the United States; on the other hand, the subjects’ Chinese test scores were compared with the seventh gra

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18

Barata, Rui Miguel Leitão. "Políticas de integração de alunos que têm o português como língua não materna Projeto de Intervenção Contributo para a integração dos alunos de PLNM no 1ºCiclo." Master's thesis, 2012. http://hdl.handle.net/10400.26/8764.

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As mudanças ocorridas na sociedade portuguesa, nas últimas décadas, colocam às escolas desafios constantes. Num esforço suplementar, estas instituições procuram fazer da diversidade cultural um fator de coesão e de integração. Cada vez mais o PLNM1 faz parte do quotidiano de algumas escolas do nosso país e como tal, o fator integração revela-se não só como um agente de inclusão, bem como agente de grande influência no sucesso educativo dos alunos em que o português não é a sua língua materna. Este trabalho de projeto procura ir ao encontro de uma necessidade pedagógica, sentida pelo corpo doc

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