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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 Hits 1 – 6 of 6 1 Scaffolding Teacher Candidates' Development as Linguistically Responsive Teachers via a Team-Based Rehearsal Process with Structured Talk Tasks Crichton, Katherine. - 2021 BASE Show details 2 Inclusive approach to languages in a minority situation : the case of Scotland ; Approche inclusive des langues en situation minoritaire : le cas de l'Ecosse Pedley, Malika. - : HAL CCSD, 2018 In: https://tel.archives-ouvertes.fr/tel-02055796 ; Linguistique. Université Michel de Montaigne - Bordeaux III, 2018. Français. ⟨NNT : 2018BOR30058⟩ (2018) BASE Show details 3 Bambine e ragazzi bilingui nelle classi multietniche di Torino Ritucci, Raffaella. - : Humboldt-Universität zu Berlin, 2018 BASE Show details 4 Exploring Indonesian academics’ engagement with communities of practice of publications of research results in international journals ... Hamamah, Hamamah. - : UNSW Sydney, 2016 BASE Show details 5 Exploring Indonesian academics’ engagement with communities of practice of publications of research results in international journals Hamamah, Hamamah, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2016 BASE Show details 6 Costa Rica Multilingue ; a case study of the features, issues, and implications of the national English plan Koch, Joanna Greer. - : uga, 2013 Abstract: In 2008, Costa Rica launched a national program, Costa Rica Multilingue, to improve Costa Ricans’ foreign language skills to meet the country’s communication demands. With English being the prominent foreign language spoken in Costa Rica, the Multilingue program focuses on English instruction and the program is commonly referred to as the National English Plan. Depending on Multilingue’s success, Costa Rica will consider incorporating other languages, but presently the program is focusing on English. The purpose of this research was to examine the features, issues, and implications of the Costa Rica Multilingue program. By utilizing a comparative case study approach, I examined the features and objectives of Costa Rica’s National English Plan, the stakeholders that contribute to implementing the national program, the implementation issues from the perspectives of administrators and teachers who are administering the plan, as well as the perspectives from the international businesses who employ English-speaking employees. To present a holistic description of the case, I conducted interviews and observations of multiple stakeholders and sites, analyzed governmental and non-governmental documents, and reviewed photographs. In applying a critical constant comparative methodological approach with reference to human capital theory and within the context of globalization, I answered my research questions about Multilingue’s features and implementation issues from each of the major stakeholders’ perspectives. As a result, I identified five thematic findings of communication, culture, connections, commerce, and competitiveness, which reflected implications of English dominance, cross-cultural understanding, the global to local continuum, neocolonialism elements, and policy and practice issues. The significance of this case study was three-fold. First, by examining the features of Costa Rica Multilingue, the study served as a multiple site case study for other countries interested to enacting a national English plan. Second, in examining the perspectives of administrators, teachers, and corporations with the program, the study provided a variety of perspectives to understand how education reform moves from a global mandate, then to a national policy, and following that to a local community and classroom practice. Third, by learning more about the implementation issues, the study presented the difference between the policy’s ideal objectives and realistic practice implications. ; PhD ; Workforce Education, Leadership, and Social Foundations ; Social Foundations of Education ; Diane Napier ; Diane Napier ; William Wraga ; John Mativo Keyword: bilingual; Costa Rica; English as a foreign language; English dominance; global to local continuum; globalization; human capital; multilingual; policy versus practice URL: http://purl.galileo.usg.edu/uga_etd/koch_joanna_g_201312_phd http://hdl.handle.net/10724/29871 BASE Hide details

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