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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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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
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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
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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
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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
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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.
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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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| 69 |
First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 70 |
Student Centered Language Teaching: A Focus on Student Identity
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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
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In: All Graduate Theses and Dissertations (2022)
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Abstract:
Emergent bilingual (EB) students are a growing population in the U.S. school system currently comprising over 10% of the total population. U.S. school districts have educated EB students using a myriad of practices, including dual language immersion (DLI). Many studies have looked at the academic achievement of native-Spanish speaking EB students, yet there is a dearth of research on DLI in medium-sized school districts in rural settings. This study focused on native-Spanish speaking EB students in a DLI program in a rural Utah district. Specifically, the study compared student academic achievement in English acquisition, English language arts, mathematics, and grade point average of EB students enrolled in DLI to EB students not enrolled in a DLI program. Student achievement data for EB students was collected from 2014-2020 (N = 1,046). Using various regression methods such as ordinal logistic regression, multiple regression, and multilevel modeling (MLM), the study sought the predictive power of DLI after controlling for gender, free and reduced lunch status, and special education enrollment. Results found that on average DLI students performed as well as or better than their non-DLI peers. MLM analyses indicated that EB students enrolled in DLI had superior growth trajectories to their non-DLI peers over time.
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Keyword:
Academic Outcomes; Dual Language Immersion; Education; Emergent Bilinguals; English Language Acquisition; English Language Arts; K-12 Education; Mathematics; Repeated Measures Multilevel Analysis; Teacher Education and Professional Development
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URL: https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=9543&context=etd
https://digitalcommons.usu.edu/etd/8386
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| 72 |
Validity evidence of the Test of Narrative Language (TNL) adapted to Brazilian Portuguese
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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
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In: Revista CEFAC, Vol 24, Iss 1 (2022) (2022)
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| 78 |
Factors Associated with Novice General Education Teachers’ Preparedness to Work with Multilingual Learners: A Multilevel Study
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2021)
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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
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In: Senior Projects Spring 2021 (2021)
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| 80 |
Individual differences in lexical processing efficiency and vocabulary in toddlers: A longitudinal investigation
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In: Journal of Experimental Child Psychology (2021)
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