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| 141 |
POST-PROGRAM ENGLISH LANGUAGE LEARNERS: SUCCESSFUL LEARNERS OR STRUGGLING LEARNERS?
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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| 142 |
Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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| 143 |
A Meta-analysis on the Effects of Vocabulary Instruction for English Learners
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| 144 |
School and District Leadership for Long-Term English Learners: An Interview Study
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| 145 |
Standardized Bilingual Assessments: A Means To Reduce Construct-Irrelevant Variance and Ethnic/Racial Stereotype Threat
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| 146 |
Resources for Content-area Teachers Educating ELLs: A Literature Review
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In: The Nebraska Educator: A Student-Led Journal (2020)
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| 147 |
How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers
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| 148 |
An Examination of the Factors Influencing High School Graduation Rates for Students with Limited or Interrupted Formal Education
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In: Graduate Doctoral Dissertations (2020)
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| 149 |
Educators Bailan with Policy et le Pouvoir in the Educação of Multicultural and Multilingual Learners (WIDA ELD Standards and the Education of English Learners)
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In: Graduate Doctoral Dissertations (2020)
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| 150 |
Addressing the Wicked Problem of English Learner Disproportionality by Examining Speech-Language Pathologists’ Beliefs: Applying Q Methodology to Special Education
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In: Ed.D. Dissertations in Leadership for Educational Justice (2020)
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| 151 |
A Critical Policy Analysis of the United States’ Bilingual Education: Challenges and Successes in a Multicultural Context
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In: Ed.D. Dissertations in Leadership for Educational Justice (2020)
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| 152 |
Implementing College- and Career-Readiness Standards for English Learners (ELs): Challenges, Insights, and Innovations
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In: C-SAIL Publications (2020)
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| 153 |
“I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 218-225 (2020) (2020)
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| 154 |
Infusing moral content into primary school English textbooks: A critical discourse analysis
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 251-260 (2020) (2020)
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| 155 |
The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 2, Pp 189-203 (2020) (2020)
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| 156 |
‘Please’ as an impoliteness marker in English discourse
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 2, Pp 243-263 (2020) (2020)
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| 157 |
A descriptive study on ESL learners’ vocabulary knowledge through cognitive and metacognitive strategies
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In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 142-150 (2020) (2020)
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| 158 |
TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)
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In: ELT Worldwide: Journal of English Language Teaching, Vol 7, Iss 2, Pp 94-103 (2020) (2020)
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| 159 |
The Teachers' Pedagogic Competence in Teaching English through Online and Offline Setting
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In: ELT Worldwide: Journal of English Language Teaching, Vol 7, Iss 1, Pp 42-53 (2020) (2020)
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| 160 |
Storytelling and Teaching English to Young Learners: A Vietnamese case study
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