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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...4 5 6 7 8 9 10 11 12...38 Hits 141 – 160 of 759 141 The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use Cichocka, Joanna Franciszka. - 2020 BASE Show details 142 Multilingualism in European language education Lapresta-Rey, Cecilio (Herausgeber); Huguet Canalís, Ángel (Herausgeber). - Blue Ridge Summit : Multilingual Matters, 2019 BLLDB UB Frankfurt Linguistik Show details 143 Le lingue in Svizzera : addendum : analisi dei dati dell'Indagine sulla lingua, la religione e la cultura 2014 Janner, Maria Chiara; Bruno, Danilo; Pandolfi, Elena Maria (Mitwirkender). - Bellinzona : Osservatorio linguistico della Svizzera italiana, 2019 BLLDB UB Frankfurt Linguistik Show details 144 Mehrsprachigkeit und Bildung in Kitas und Schulen Panagiotopoulou, Argyro; Montanari, Elke. - Tübingen : Narr Francke Attempto Verlag, 2019 BLLDB UB Frankfurt Linguistik Show details 145 Multilingualism and heterogeneous language practices: new research areas and issues in the Global South Léglise, Isabelle In: ISSN: 0181-4095 ; EISSN: 2101-0382 ; Langage et Société ; https://hal.archives-ouvertes.fr/hal-02065599 ; Langage et Société, Maison des Sciences de L'homme Paris, 2019 (2019) BASE Show details 146 A Curriculum Design for Emergent English Language Learners in Middle School Science Simpson, Allison In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888 (2019) BASE Show details 147 Designing a curriculum to engage heritage speakers in a Spanish classroom Kimble, Fabiola Milla In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312896131526 (2019) BASE Show details 148 Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms Puthawala, Kayo In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484 (2019) BASE Show details 149 Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based Curriculum Sunday, Heather In: http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307488521956 (2019) BASE Show details 150 Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English Saternus, Julie A In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295 (2019) BASE Show details 151 African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation Salih, Suweeyah S. In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019) BASE Show details 152 Verstehensprobleme in der multilingualen Gegenwart ... Demantowsky, Marko. - : Humanities Commons, 2019 BASE Show details 153 Internationalization and Language Policies in Brazil: What is the Relationship? ... Bertollo Cozer Casotti, Janayna; Finardi, Kyria Rebeca; Furtado Guimaraes, Felipe. - : Humanities Commons, 2019 BASE Show details 154 Notes on Contributors to this Volume In: Journal of Multilingual Education Research (2019) BASE Show details 155 JMER Description & Guidelines for Submission In: Journal of Multilingual Education Research (2019) BASE Show details 156 Notes on Contributing Authors In: Journal of Multilingual Education Research (2019) BASE Show details 157 Publication Description & Guidelines for Submission In: Journal of Multilingual Education Research (2019) BASE Show details 158 Learning in Multilingual Contexts: Language Policies, Cross-Linguistic Transfer, and Reading Interventions de Galbert, Pierre Gaspard. - 2019 Abstract: The proportion of children across the world who have access to basic education through formal schooling has never been as high as it is today. Surveys of literacy and numeracy skills in low- and middle-income countries, however, regularly highlight low levels of learning, even for young people with several years of formal schooling. Among the structural issues faced by school systems in low- and middle-income countries experiencing rapid increases in enrollment, linguistic heterogeneity of communities and countries stands out as it poses both a threat and opportunity to quality instruction. This dissertation is organized in three papers and aims to explore: (i) ways in which language in education policies are designed, implemented, and understood; (ii) whether cross-linguistic transfer theories apply in a new context; and (iii) heterogeneity across teachers and schools of the impact in a bilingual literacy intervention. The first paper describes the multi-faceted factors that policymakers take into account when designing language in education policies, and presents a framework for analyzing these policies at the community, regional or state-level. The second paper uses structural equation modeling to test cross-linguistic transfer in a sample of second-grade students in Uganda. Findings suggest children in second grade have developed common decoding skills across two languages, and those staring to learn in their first language can transfer reading comprehension skills to the second. The third paper in this dissertation explores the impact of a literacy intervention in Kiswahili and English in urban public and private nonformal schools in Kenya. The study exploits the random assignment of schools to an intervention to identify whether the impact of an intervention differed across types of teachers and schools. The study finds large average gains in literacy skills in English and Kiswahili and no differences in average impact across teacher characteristics. In contrast, the school characteristics moderate the impact of the intervention on higher-level skills (word reading and comprehension). This work contributes to support the process of designing and implementing language policies in schools focused on inclusion and equity. ; Education Policy, Leadership, and Instructional Practice Keyword: Kenya; Language Policy; Literacy; Multilingual Education; Uganda URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081466 BASE Hide details 159 Literalität in erzählenden Texten : Indikatoren zur Beurteilung der Literalität ... Grießhaber, Wilhelm. - : Philipps-Universität Marburg, 2019 BASE Show details 160 Multilingualism and heterogeneous language practices: new research areas and issues in the Global South Léglise, Isabelle In: ISSN: 0181-4095 ; EISSN: 2101-0382 ; Langage et Société ; https://hal.archives-ouvertes.fr/hal-02065599 ; Langage et Société, Maison des Sciences de L'homme Paris, 2019 (2019) BASE Show details Page: 1...4 5 6 7 8 9 10 11 12...38

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