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Understanding Latina Undergraduate Engineering Student Persistence
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In: Electronic Theses and Dissertations (2020)
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Der 'Netzwerkbegriff' der Sozialen Arbeit. Theorie-Praxis-Transfer aus systemtheoretischer Perspektive
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In: Die Hochschule : Journal für Wissenschaft und Bildung 29 (2020) 2, S. 98-108 (2020)
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College Enrollment Trends and Pattern Evaluation “A Data Analytics Investigation”
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The Complex Construction of Multilingual Identity: A Comparative Study in Three European Contexts of L3+ Learning
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Abstract:
The commonly-cited phrase that bi- and multilingualism are no longer exceptions but rather the rule in most parts of the world is often-cited. This plurilingual reality has profound effects on the daily lives of many, and thus also represents a common experience of a considerable proportion of today’s students in compulsory education. Despite this wide recognition, there remains still a paucity of studies that examine the impact that the acquisition of multiple languages has upon a learner’s sense of self, and moreover, studies that consider methods though which we might evaluate and model these constructions of complex self-concept. A greater understanding of such processes of identification has potential social and educational implications. This PhD study has explored the phenomenon of adolescent multilingual language learner identity development via a mixed-methods, comparative context approach at three school sites based in Finland, France & England. Individual and group identity (re)constructions are considered across the system boundaries and the emergent isolated and cross-context variables of impact are identified and analysed. Defining the context-linked specificities of multilingual identity construction, as well as seeking to identify themes applicable inter-context, responds to Henry’s (2012), among others, call for a greater understanding of the nature of these variable interactions within the complex negation of self in language learning. In so doing, this thesis also demonstrates how the conceptualisation of learner self within a complexity framework can be operationalised in practical terms. ; UK Arts and Humanities Research Council
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Keyword:
Comparative education; Complex dynamic systems; Complexity; Foreign language learning; Identity; L3 learning; Multilingualism; Psychology; Self in language learning
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URL: https://doi.org/10.17863/CAM.68498 https://www.repository.cam.ac.uk/handle/1810/321377
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ПОРIВНЯЛЬНИЙ АНАЛIЗ ОСВIТНIХ СИСТЕМ ВЕЛИКОБРИТАНIЇ ТА УКРАЇНИ
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In: Збірник наукових праць Уманського державного педагогічного університету; № 1 (2016); 129-135 ; Collection of Scientific Papers of Uman State Pedagogical University; № 1 (2016); 129-135 ; 2307-4906 (2020)
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TO THE QUESTION OF BUILDING THE UNIVERSAL MODEL OF THE DEVELOPMENT OF WORLD PEDAGOGY AND EDUCATION
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In: "Zhytomyr Ivan Franko state university journal. Pedagogical sciences"; № 1(100) (2020); 5-14 ; Czasopismo Żytomierskiego Państwowego Uniwersytetu imienia Iwana Franki; № 1(100) (2020); 5-14 ; Вестник Житомирского государственного университета имени Ивана Франко. Педагогические науки; № 1(100) (2020); 5-14 ; Вісник Житомирського державного університету імені Івана Франка. Педагогічні науки; № 1(100) (2020); 5-14 ; 2664-0155 ; 2663-6387 (2020)
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Pausing and sentence stress in children with dysarthria due to cerebral palsy
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Vietnamese language study a success for early learners
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To, V. - : Australian Community Media, 2020
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Appropriate physical contact: The alignment of policy and male primary teacher perceptions
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Cruickshank, V. - : Western Australian Institute for Educational Research Inc., 2020
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Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong
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The use of social media platforms to enhance vocabulary developing in learning a new language: a review of the literature
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Evaluating leadership, wellbeing, engagement, and belonging across units in higher education: a quantitative pilot study
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The analogies in the writing of secondary mathematics teachers about the concept of function: an application of the structure-mapping theory
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Hatisaru, V. - : British Society for Research into Learning Mathematics, 2020
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Multiple perspectives on the benefits of teaching of Vietnamese to preschool children in an Australian early childhood context
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Does excluding students from co-creation of rubrics affect their academic achievement in the associated authentic assessment task?
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Enhancing the learning of multi-level undergraduate Chinese language with a 3D immersive experience - an exploratory study
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