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Hits 1 – 19 of 19

1	The Journey from Academic Sojourner to Humanistic EFL Educator: Perspectives of Saudi Women
	Al-Samiri, Reem Ahmed. - : University of Kansas, 2020
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2	Integrating Social Justice Curricula into English for Academic Purposes (EAP) Instruction
	Mortenson, Leah Marie. - : University of Kansas, 2018
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3	The JET Program Experience through the Eyes of ALTs: A Narrative Inquiry
	Jardon, Annette. - : University of Kansas, 2018
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4	Identity, Investment, and Language Learning: The Case of Arab Immigrant Women in The United States
	ALRASHEED, SARAH SAAD. - : University of Kansas, 2018
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5	A COMPARATIVE STUDY OF ENGLISH SECOND LANGUAGE READING COMPREHENSION OF A RELIGION-BASED ASSESSMENT IN TWO DIFFERENT LOCATIONAL CONTEXTS
	Gruver, Beverly Ann. - : University of Kansas, 2018
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6	The phonetic specification of contour tones: evidence from the Mandarin rising tone
	Cho, Hyesun; Flemming, Edward
	In: Prof. Flemming (2017)
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7	English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy
	Alana, Alejandra Beatriz. - : University of Kansas, 2017
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8	International field experience for preservice teachers: A case study of undergraduate students in a TESOL practicum in Korea
	Kim, Minah. - : University of Kansas, 2017
	Abstract: This qualitative study explores the experiences and perspectives of TESOL preservice teachers on their international field experience in Korea. During this faculty-led, short-term internship program held in Korean EFL secondary classrooms, undergraduate students from both education and non-education majors underwent personal and professional transformations. In-depth interviews and reflective journals of the five focal participants as well as the researcher’s ethnographic observations – from the pre-departure preparations to post-arrival meetings with the participants – regarding their teaching and learning experience through the practicum abroad were analyzed to examine their development in teacher identity (trans)formation and teaching quality construction. The findings discuss the dynamics of TESOL preservice teachers’ identity formation and teaching quality building during their immersions and interactions within a new culture and a teaching context. Drawing from Wenger’s (1998) well-known concept, ‘community of practice,’ and teacher education studies, this study argues for teaching quality development for preservice teachers who will be working with diverse student populations in their careers. The preservice teachers’ field experience beyond their cultural context provided them with meaningful opportunities for their teacher identity (trans)formation and intercultural awareness development to be prepared for culturally and linguistically diverse learners in their future classrooms. Implications for teacher education are delineated along with recommendations to promote further research in TESOL teacher education through international field experience.
	Keyword: ELLs; English as a second language; ESL or EFL; K-12 teacher education; Language teacher education; Multicultural education; Study abroad; Teacher education
	URL: http://hdl.handle.net/1808/25964 http://dissertations.umi.com/ku:15323
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9	A phenomenological inquiry into the technological curriculum making of secondary English Language Arts teachers in rural settings
	Rice, Mary Frances. - : University of Kansas, 2016
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10	Compression and truncation: The case of Seoul Korean accentual phrase
	Flemming, Edward; Cho, Hyesun
	In: Studies in Phonetics, Phonology, and Morphology (2015)
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11	An Exploratory Study of the Standards Movement and ELLs: Teacher Agency and Autonomy in the Age of Accountability
	Mortenson, Leah Marie. - : University of Kansas, 2015
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12	It's very complicated exploring heritage language identity with heritage language teachers in a teacher preparation program
	Cho, Hyesun
	In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 28 (2014) 2, 181-195
	OLC Linguistik
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13	ELL Student-Athletes' (ELLSA) Social Integration and NCAA Educational Practices
	Florez, Pantaleon, III. - : University of Kansas, 2014
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14	Are we there yet? A qualitative study of ACTFL's 3 Ps in content and instructional strategies used to develop intercultural communicative competence in the foreign language classroom.
	Marrs, Diana. - : University of Kansas, 2014
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15	Exploring Chinese Graduate Students' Learner Identity in Group Work in Western Academia: Perceptions, Representations and Challenges
	Gao, Junfu. - : University of Kansas, 2014
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16	Effects of Recasts and Metalinguistic Feedback on Developing
	Guo, Lei. - : University of Kansas, 2013
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17	The timing of phrase-initial tones in Seoul Korean: a weighted-constraint model
	Cho, Hyesun
	In: Phonology. - Cambridge [u.a.] : Cambridge Univ. Press 28 (2011) 3, 293-330
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	OLC Linguistik
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18	A weighted-constraint model of F0 movements/
	Cho, Hyesun. - : Massachusetts Institute of Technology, 2010
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19	A note on contrasts, mergers, and acquisitions in Kyungsang accent
	Kenstowicz, Michael; Kim, Jieun; Cho, Hyesun
	In: Toronto Working Papers in Linguistics; Vol 28 (2008): Proceedings of the International Conference on East Asian Linguistics ; 1718-3510 ; 1705-8619 (2008)
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