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Hits 61 – 80 of 13.112

61	Impact of maternal smartphone use on language output
	Casar, Mercedes. - 2022
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62	A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
	Yannan Sun
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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63	A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
	Yannan Sun
	In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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64	Developing an intensive reading material for EFL students: a final product
	Pratnyawati Nuridi Suwarso; Muhammad Dzulfiqar Praseno
	In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 259-275 (2022) (2022)
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65	Continuous professional development: An overview from English language teachers in east Kalimantan
	Abdul Halim; Yih-Sheue Lin; Mustofa Mustofa...
	In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 51-62 (2022) (2022)
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66	L’acquisition des pronoms en L1. Le cas d’enfants à développement typique et d’enfants à développement atypique
	Caroline Rossi; Laurence Vincent-Durroux
	In: Corela, Vol 35 (2022) (2022)
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67	International Perspectives on CLIL. Hemmi, C., & Banegas, D. L. (Ed.) (2021). Palgrave, Cham, 300 pages, ISBN: 978-3-030-70094-2.
	Yang, Yu-Fang
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 313-314 (2022)
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68	Phonemic Discrimination and Eye-Movements in Infants
	Bach-Kay, Shir. - 2022
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69	First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
	Liu, Meng-Hsien (Neal)
	In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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70	Student Centered Language Teaching: A Focus on Student Identity
	Mano, Rachel
	In: All Graduate Plan B and other Reports (2022)
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71	Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
	Campbell, J. Eric
	In: All Graduate Theses and Dissertations (2022)
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72	Validity evidence of the Test of Narrative Language (TNL) adapted to Brazilian Portuguese
	Gladis dos Santos
	In: Revista CEFAC, Vol 24, Iss 1 (2022) (2022)
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73	Bibliometric analysis of the literature on phonological awareness in bilingual children
	Bárbara Louise Costa Messias; Ana Carolina Dantas de Medeiros; Élison Rixadson Araújo Cunha...
	In: Revista CEFAC, Vol 24, Iss 1 (2022) (2022)
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74	Les troubles du langage et de la communication chez l'enfant
	Danon-Boileau, Laurent. - Paris : Presses universitaires de France/Humensis, 2021
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	UB Frankfurt Linguistik
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75	IEP goal writing for speech-language pathologists : utilizing state standards
	Kopel, Lydia; Kilduff, Elissa. - San Diego : Plural Publishing, 2021
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	UB Frankfurt Linguistik
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76	Stammering resources for adults and teenagers : integrating new evidence into clinical practice
	Stewart, Trudy (Herausgeber). - New York : Routledge, 2021
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	UB Frankfurt Linguistik
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77	Diversity dimensions in mathematics and language learning : perspectives on culture, education and multilingualism
	Fritz, Annemarie (Herausgeber); Gürsoy, Erkan (Herausgeber); Herzog, Moritz (Herausgeber). - Boston : De Gruyter, 2021
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	UB Frankfurt Linguistik
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78	Factors Associated with Novice General Education Teachers’ Preparedness to Work with Multilingual Learners: A Multilevel Study
	Deng, Qizhen; Kananu Kiramba, Lydiah; Mitchell Viesca, Kara
	In: Literacy, Language, and Culture Faculty Publications and Presentations (2021)
	Abstract: This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.
	Keyword: Bilingual/English language learners; Education; professional development; school backgrounds; teacher characteristics; teacher education preparation
	URL: https://scholarworks.boisestate.edu/literacy_facpubs/115 https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1113&context=literacy_facpubs
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79	A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
	O'Reardon, Chandler Flannery
	In: Senior Projects Spring 2021 (2021)
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80	Individual differences in lexical processing efficiency and vocabulary in toddlers: A longitudinal investigation
	Donnelly, Seamus; Kidd, Evan
	In: Journal of Experimental Child Psychology (2021)
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