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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 Page: 1 2 3 4 5 6 7 8...1.233 Hits 61 – 80 of 24.659 61 Teaching second language writing: Purpose, competences, rhetorical modes, genres and structure BIBBY Simon; Simon BIBBY. - : 神戸松蔭女子学院大学学術研究委員会, 2022 BASE Show details 62 Processing Aspectual Agreement in a Language with Limited Morphological Inflection by Second Language Learners: An ERP Study of Mandarin Chinese Yuxin Hao; Xun Duan; Qiuyue Yan In: Brain Sciences; Volume 12; Issue 5; Pages: 524 (2022) BASE Show details 63 Arousal States as a Key Source of Variability in Speech Perception and Learning William L. Schuerman; Bharath Chandrasekaran; Matthew K. Leonard In: Languages; Volume 7; Issue 1; Pages: 19 (2022) BASE Show details 64 Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense Sophia Ioannou; Dina Tsagari In: Languages; Volume 7; Issue 1; Pages: 40 (2022) BASE Show details 65 Short-Term Memory for Auditory Temporal Patterns and Meaningless Sentences Predicts Learning of Foreign Word Forms Elisabet Service; Erin DeBorba; Angie Lopez-Cormier; Meliha Horzum; Daniel Pape In: Brain Sciences; Volume 12; Issue 5; Pages: 549 (2022) BASE Show details 66 Neurodidactics of Languages: Neuromyths in Multilingual Learners Antonia Navarro Rincón; María José Carrillo López; César Augusto Solano Galvis; Laura Isla Navarro In: Mathematics; Volume 10; Issue 2; Pages: 196 (2022) BASE Show details 67 A Model for Analyzing Teachers’ Written Feedback on Adult Beginners’ Writing in Swedish as a Second Language Liivi Jakobson In: Languages; Volume 7; Issue 2; Pages: 74 (2022) BASE Show details 68 What makes video difficult for language learners? ... Alghamdi, Emad. - : figshare, 2022 BASE Show details 69 What makes video difficult for language learners? ... Alghamdi, Emad. - : figshare, 2022 BASE Show details 70 What makes video difficult for language learners? ... Alghamdi, Emad. - : figshare, 2022 BASE Show details 71 EFL learners and Sociolinguistic factors. ... Raykhona Gulomova. - : Zenodo, 2022 BASE Show details 72 EFL learners and Sociolinguistic factors. ... Raykhona Gulomova. - : Zenodo, 2022 BASE Show details 73 EFL learners and Sociolinguistic factors. ... Raykhona Gulomova. - : Zenodo, 2022 BASE Show details 74 EFL learners and Sociolinguistic factors. ... Raykhona Gulomova. - : Zenodo, 2022 BASE Show details 75 Engelse woorden leren met Multiple Choice ... Baxter, Peta; Droop, Mienke; van den Hurk, Marianne. - : Radboud University, 2022 BASE Show details 76 Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations. Roesler, Molly K In: Culminating Experience Projects (2022) Abstract: Teachers throughout the United States continue to be ill-prepared to support the evergrowing English Language Learner (ELL) population. ELLs often experience less academic achievement than their non-ELL peers. One factor in this academic gap is the amount of preparation content area teachers receive. Content area teachers are not sufficiently prepared to teach ELLs because of the lack of training they receive in Second Language Acquisition theories and strategies. This project examines what the research has identified as negative factors that result in lack of teacher preparation, and how to address these factors. Additionally, the project examines what the research highlights as ideas and strategies content area teachers must know in order to successfully support the ELLs in their classrooms. Using the Comprehensible Input and Affective Filter hypotheses from Krashen, and the Threshold Theory from Cummins, this project will provide teachers with a base knowledge of Second Language Acquisition theories to address the social, emotional, and academic needs of their ELLs. The project compiles research-based strategies including Sheltered Instruction Observation Protocol and Culturally and Linguistically Responsive techniques into a professional development series, handbook, and mentoring session to ensure that teachers receive sustained, comprehensive training to support their ELLs. Keyword: academic language; and Multicultural Education; Bilingual; english language learners; Intermediate; Junior High; Language and Literacy Education; Middle School Education and Teaching; Multilingual; Other Teacher Education and Professional Development; second langauge acquistion; sheltered instruction; Teacher Education and Professional Development; teacher professional development; tesol URL: https://scholarworks.gvsu.edu/gradprojects/122 https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1141&context=gradprojects BASE Hide details 77 Language learning through interaction: Online and in the classroom DeMil, Andrew J; Kozikowski, Rachel In: The Coastal Review: An Online Peer-reviewed Journal (2022) BASE Show details 78 The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ... Schaefer, Maxine. - : Open Science Framework, 2022 BASE Show details 79 Learning vocabulary and syntax with and without redundancy ... Monaghan, Padraic. - : Open Science Framework, 2022 BASE Show details 80 The Oral Production of Discourse Markers by Advanced Learners of Spanish Ramsburg, James In: IULC Working Papers; Vol. 22 No. 1 (2022): Volume 22 (1) ; 1524-2110 (2022) BASE Show details Page: 1 2 3 4 5 6 7 8...1.233

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