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| 61 |
Experiments with Universal CEFR Classification
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In: English Conference Papers, Posters and Proceedings (2018)
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| 62 |
Standardized Language Proficiency Tests in Higher Education
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In: English Publications (2018)
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| 63 |
In Search of Mirrors: An Asian Critical Race Theory Content Analysis of Asian American Picturebooks From 2007 to 2017
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In: Education Publications (2018)
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| 64 |
Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs
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In: Education Publications (2018)
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| 65 |
On a Continuum: Examining Ncore's Influence in the Development of Multicultural Competence in Student Affairs Educators
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In: Education Publications (2018)
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| 66 |
Reframing Rigor: A Modern Look at Challenge and Support in Higher Education
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In: Education Publications (2018)
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| 67 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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Abstract:
This research compared students who participated in a two-way French/English immersion program to students who participated in an English-only program to determine whether there was a statistically significant difference in their perceptions of: (a) education, (b) attitudes towards other cultures, and (c) self-esteem. The purpose of this quantitative causal-comparative study was to identify the differences in attitudes toward education, other cultures, and self-esteem between students enrolled in a two-way French/English immersion program and those enrolled in a traditional English-only program to test the theory of linguistic interdependence. This study is important because English language learners are the fastest growing subpopulation in United States schools. The participants included 84 students in Grades 9–12, who had been in the program for a minimum of two years. Items from three surveys, Self-Esteem, Attitudes toward Academics, and Attitudes toward Other Cultures, were used to determine student perceptions. The collected data were collated and categorized, and an independent sample t-test was used to determine the presence of any statistically significant differences between the two groups. The results from this current study did not show a statistically significant difference between the students in the English-only program and those in the French immersion program. Recommendations for future research include studies with larger sample sizes, ones that focus on long-term language acquisition, and studies that specifically consider French/English programs.
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Keyword:
and Multicultural Education; and Research; Bilingual; Curriculum and Social Inquiry; Education; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; French/English; Language Interdependency; Learner Attitudes; Motivation; Multilingual; Self-Esteem; Two-Way Immersion
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URL: https://digitalcommons.liberty.edu/doctoral/1655
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2714&context=doctoral
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| 68 |
Undocumented Hispanic Students in Higher Education: A Phenomenology of Students Struggling to Obtain Educational and Career Goals
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In: Doctoral Dissertations and Projects (2018)
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| 69 |
Finding Their Place: An Ethnographic Study of the Culture of Students Attending a Rural, Self-paced, Alternative Evening High School
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In: Doctoral Dissertations and Projects (2018)
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| 70 |
A Phenomenological Study Examining the Journey of Identity Development for Internationally Adopted Adolescents in the United States
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In: Doctoral Dissertations and Projects (2018)
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| 71 |
Breaking the Cycle: An Ethnographic Study on Hispanic Mothers in Family Drug Court
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In: Doctoral Dissertations and Projects (2018)
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| 72 |
"I Refuse to Die": Exploring the Relationship Between Spirituality and Persistence Among African American PH.D. Students and Graduates
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In: Doctoral Dissertations and Projects (2018)
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| 73 |
A Phenomenological Study of the Lived Experiences of Hispanic Females in Advanced Placement Courses in Southern California High Schools
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In: Doctoral Dissertations and Projects (2018)
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| 74 |
A Transcendental Phenomenological Study of Novice Teachers Administrative Support Experiences in High-Poverty High-Minority Rural South Carolina Schools
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In: Doctoral Dissertations and Projects (2018)
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| 75 |
¿Esto Funciona?: Studying the Influences of Peer Tutoring on Student Performance in the Spanish Language-learning Process
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In: Doctoral Dissertations and Projects (2018)
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| 76 |
The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students
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In: Doctoral Dissertations and Projects (2018)
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| 77 |
Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs)
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In: Reports (2018)
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| 78 |
Scholastic Liberation: Schools' Impact on African American Academic Achievement
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In: Language Arts Journal of Michigan (2018)
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| 79 |
Strategic Approaches: Academic Success Strategies For At Risk Students
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In: National Youth Advocacy and Resilience Conference (2018)
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| 80 |
Recuperando la simpleza- el poder del menos
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In: ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens (2018)
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