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Student at Middlebury's 8-week Russian Immersion Program
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In: Internship Reflection Papers (2020)
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| 102 |
Global challenges, global citizenship: what is the local classroom reality? A qualitative case study of global citizenship education teaching and learning practices.
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Barry, Maria. - : Dublin City University. School of STEM Education, Innovation, & Global Studies, 2020
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In: Barry, Maria (2020) Global challenges, global citizenship: what is the local classroom reality? A qualitative case study of global citizenship education teaching and learning practices. PhD thesis, Dublin City University. (2020)
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| 103 |
Faces of change: exploring post-primary students’ motivations and perceptions of teaching as a choice of career from diverse racial, ethnic or cultural backgrounds
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In: Naughton, Yvonne (2020) Faces of change: exploring post-primary students’ motivations and perceptions of teaching as a choice of career from diverse racial, ethnic or cultural backgrounds. Doctor of Education thesis, Dublin City University. (2020)
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| 104 |
Collaborative learning in an English-to-Arabic translation course
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Mosleh, Nansy. - : Dublin City University. School of Applied Language and Intercultural Studies, 2020. : Dublin City University. Centre for Translation and Textual Studies (CTTS), 2020
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In: Mosleh, Nansy (2020) Collaborative learning in an English-to-Arabic translation course. PhD thesis, Dublin City University. (2020)
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| 105 |
Attitudes to pupils with EBD: an implicit approach
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In: Scanlon, Geraldine orcid:0000-0003-4331-5582 , McEnteggart, Ciara and Barnes-Holmes, Yvonne (2020) Attitudes to pupils with EBD: an implicit approach. Emotional and Behavioural Difficultie, 25 (2). ISSN 1363-2752 (2020)
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| 106 |
Students as partners in assessment (SaPiA): a literature scoping review
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In: Ní Bheoláin, Ruth orcid:0000-0001-6334-7501 , Lowney, Rob orcid:0000-0002-8866-4367 and O'Riordan, Fiona orcid:0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3 (2020)
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| 107 |
Telops for language learning: Japanese language learners’ perceptions of authentic Japanese variety shows and implications for their use in the classroom
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Sikkema, Eline Christina. - : Dublin City University. School of Applied Language and Intercultural Studies, 2020. : Dublin City University. Centre for Translation and Textual Studies (CTTS), 2020
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In: Sikkema, Eline Christina (2020) Telops for language learning: Japanese language learners’ perceptions of authentic Japanese variety shows and implications for their use in the classroom. PhD thesis, Dublin City University. (2020)
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| 108 |
“He thinks he is Polish, but the way he acts is Irish”: the negotiation of family language Policy within Polish migrant and transnational families in Ireland
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In: Connaughton-Crean, Lorraine (2020) “He thinks he is Polish, but the way he acts is Irish”: the negotiation of family language Policy within Polish migrant and transnational families in Ireland. PhD thesis, Dublin City University. (2020)
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| 109 |
Language policy and the status of languages in contemporary Catalonia: a public debate
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In: Soler, Josep orcid:0000-0002-2813-0101 and Erdocia, Iker orcid:0000-0003-2459-1346 (2020) Language policy and the status of languages in contemporary Catalonia: a public debate. European Journal of Language Policy, 12 (2). pp. 215-234. ISSN 1757-6822 (2020)
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| 110 |
Language policy-making in Ireland: a preliminary study of the consultation process of Languages Connect
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In: Erdocia, Iker orcid:0000-0003-2459-1346 , Nocchi, Susanna orcid:0000-0003-1389-8035 and Ruane, Mary (2020) Language policy-making in Ireland: a preliminary study of the consultation process of Languages Connect. Teanga - The Irish Journal of Applied Linguistics, 27 . pp. 98-127. ISSN 2565-6325 (2020)
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| 111 |
A framework toward inclusive practices in EFL: The example of LGBTQI+ identities
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In: Bollas, Angelos orcid:0000-0002-2594-8215 (2020) A framework toward inclusive practices in EFL: The example of LGBTQI+ identities. In: Mavridi, Sophia and Xerri, Daniel orcid:0000-0002-5397-0647 , (eds.) English for 21st century skills. Express Publishing, Newbury, pp. 141-148. ISBN 978-1-4715-8956-0 (2020)
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| 112 |
The additional supports required by pupils with special educational needs in Irish-medium schools.
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Andrews, Sinéad. - : Dublin City University. School of Inclusive & Special Education, 2020
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In: Andrews, Sinéad (2020) The additional supports required by pupils with special educational needs in Irish-medium schools. PhD thesis, Dublin City University. (2020)
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| 113 |
Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices
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| 114 |
Experimental Analyses of Peer Tutoring: Toward a Technology of Generative Learning
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| 116 |
An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components
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| 117 |
Facilitation of information literacy through a multilingual MOOC considering cultural aspects
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| 118 |
Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education
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| 119 |
Leveraging Latin American Cultural & Linguistic Diversity for Academic Achievement: A Professional Development Guide for US Teachers
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| 120 |
A Conversation Analytic Study on Participation Practices in the American Graduate Classroom: East Asian Students Vs. L1 English-Speaking Students
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