Dissertations / Theses on the topic 'English/non-english speaking background'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'English/non-english speaking background.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Suominen, Keiju, and n/a. "The migration experiences of non-English speaking background children." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061109.112910.
Full textHerbert, Jill, and n/a. "English in the workplace: meeting the need of the non English-speaking background staff at the University of Canberra." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050809.120042.
Full textBarnard, Roger Christopher Graham. "Non English speaking background learners in the mainstream classroom : a New Zealand case study." Thesis, University of Chichester, 2000. http://eprints.chi.ac.uk/936/.
Full textFerdous, Tabassum, and t. ferdous@cqu edu au. "Using Formal Health Education Sessions to Increase Mammography use among women of Non-English Speaking Backgrounds in Rockhampton." Central Queensland University. Department of Nursing and Health Studies, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070718.142605.
Full textBurns, Robert. "Developing a test of premorbib fluid abilities for people from non-English-speaking backgrounds /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspsb967.pdf.
Full textPallotta-Chiarolli, Maria. "Negotiating ethnicity, sexuality and gender : the personal identities of lesbians from non-English-speaking backgrounds /." Title page, abstract and contents only, 1991. http://web4.library.adelaide.edu.au/theses/09ARM/09armp168.pdf.
Full textCornish, Audrey, and n/a. "NESB students at secondary college and university : a comparison of NESB success rates and an investigation into some of the factors which may affect study outcomes." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060629.163744.
Full textNielson, Pam, and n/a. "A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth funding." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060824.132257.
Full textMcFedries, Terri Hu. "Non-English-Speaking-Background secondary school fee-paying Asian students living in a host family environment in Christchurch : a research report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2001. http://hdl.handle.net/10092/2868.
Full textFry, Anne J., University of Western Sydney, College of Social and Health Sciences, and of Nursing Family and Community Health School. "Understanding attempted suicide in young women from non-English speaking backgrounds: a hermeneutic and narrative study." THESIS_CSHS_NFC_Fry_A.xml, 2002. http://handle.uws.edu.au:8081/1959.7/643.
Full textDoctor of Philosophy (PhD)
Fry, Anne J. "Understanding attempted suicide in young women from non-English speaking backgrounds : a hermeneutic and narrative study /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030926.125602/index.html.
Full textMacauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.
Full textHaworth, Penelope. "Developing praxis for a few non-English speaking background students in the class : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2004. http://hdl.handle.net/10179/993.
Full textAdhikari, Pramod Kumar Politics Australian Defence Force Academy UNSW. "Socioeconomic attainments and birthplace variations in Australia." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Politics, 1996. http://handle.unsw.edu.au/1959.4/38641.
Full textChang, Tzu-Shan. "Whose Voices? Perceptions Concerning Native English Speaking and Non-Native English Speaking Tutors in the Writing Center." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/334.
Full textSherbino, William Michael. "Preaching to Canada's unchurched English speaking population." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
Full textLong, Kathryn Ann. "Self-perceptions of non-native English speaking teachers of English as a second language." PDXScholar, 2003. https://pdxscholar.library.pdx.edu/open_access_etds/3605.
Full textDeegan, Johanna Christine, and j. deegan@latrobe edu au. "NON-ENGLISH SPEAKING NURSES MOVING TOWARDS CONTEXTUAL COMPETENCE IN VICTORIA." La Trobe University. School of Educational Studies, 2007. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20091123.101606.
Full textTorres, Julie West. "Speaking up! Adult ESL students' perceptions of native and non-native English speaking teachers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4681/.
Full textHodzic, Alma. "Advertisements in English in a non-English speaking country : A study on the use of English in Swedish magazine advertisements." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28632.
Full textvan, der Merwe Margaretha Maria. "English language proficiency of non-English speaking learners in the foundation phase of an English medium school : challenges and strategies." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/677.
Full textThe aim of this study was to investigate the English Language Proficiency of non-English speaking learners in the Foundation Phases. An in-depth literature study was conducted to investigate this phenomenon. The historical background of language provision in South-African schools, the issue of language and cognition and different aspects of mother tongue education was touched on. The implicaitons of the current situation of the Language of Teaching and Learning (LoLT) for teaching and learning in South Africa was also covered. A qualitative research design and methodology were deemed appropriate to explore the challenges and strategies used by Foundation Phase teachers to enhance the English language proficiency of their learners. The research findings of the empirical investigation were presented in accordance with themes and categories that emerged from the data during the thematic analysis of the eight semi-structured individual interviews. The main concerns of the participants regarding the way to address challenges were presented. The complexity of this phenomenon pictured in my mind. The research findings lived up to my expectations and confirmed what was found in my literature study. Hence I came to realise that the experiences of the participating teachers were extremely important in reaching the conclusions of this research. The major research findings and meaningful issues came to light from the literature review and the empirical evidence. Finally recommendations are put forward for the consideration of Foundation Phase teachers, schools and the Department of Education (DoE) when dealing with the proficiency of their learners.
Shirvani, Shahenayati Zahra. "A Comparison of Native and Non-Native English-Speaking Teaching Assistants." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330776/.
Full textSong, Sun Yung. "Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.
Full textLester, Benjamin T. "Standard English Language Acquisition Among African American Vernacular English Speaking Adolescents: A Modified Guided Reading Study." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/37.
Full textWu, Xiaojun. "Challenges of accommodating non-native English-speaking instructors' teaching and native English-speaking students' learning in college, and the exploration of potential solutions." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003wux.pdf.
Full textCheung, Sin-lin Isabelle. "A study of lexical errors in South-Asian Non-Chinese speaking children's writing." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36863658.
Full textMahmood, Nafisa. "Using Google Docs to Support Collaborative Learning and Enhance English Language Skills among Non-Native English Speaking Students." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404538/.
Full textAlali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.
Full textTakayama, Hiromi. "Professional development in Japanese non-native English speaking teachers' identity and efficacy." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.
Full textJerling, P. A. (Petra Adriana). "Music therapy for second language English-speaking learners in an english-medium school : a case study." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41587.
Full textDissertation (MMus)--University of Pretoria, 2013.
lmchunu2014
Music
unrestricted
Lopez, Jaramillo Maria Gabriela. "ARE TEACHERS READY FOR ELF? EVIDENCE FROM NON-NATIVE ENGLISH SPEAKING MA TESOL STUDENTS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1527.
Full textKellerman, Jessica. "The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65436.
Full textDissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
Eriksson, Rebecca. "Differences in Applying the Terms “Sex” and “Gender” Across Scientific Authors Active in English and Non-English Speaking Countries." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184141.
Full textSyftet med denna studie var att undersöka om vetenskapliga författare som är verksamma i engelsktalande länder skiljer sig från dem i icke-engelsktalande länder när det gäller att använda de engelska termerna ”sex” och ”gender”. Baserat på tidigare vetenskap har fynd visat att första språket (L1) och andraspråket (L2) skiljer sig åt i arbetsminne och hjärnans neurala processer. Forskning har också visat att kvinnor tenderar att kommunicera på ett mer artigt och involverat sätt jämfört med män. Baserat på sådana resultat jämför vi författarnas tendens att använda termerna kön och kön korrekt, som en funktion av deras kön och om de var affilierade till ett land med engelska som första språk (EFL) eller engelska som andraspråk (ESL). Hypoteser i denna studie var (1) forskare som är anslutna till universitet i EFL-länder är mer benägna att använda termerna kön och kön korrekt, jämfört med forskare som är anslutna till universitet i ESL-länder, och (2) kvinnliga forskare är mer benägna att använda begreppet gender, när de faktiskt menar sex, än manliga forskare och är också mindre benägna att använda termen sex när de menar gender, jämfört med manliga forskare. Resultaten stödde den första men inte den andra hypotesen. Ytterligare resultat analyseras och diskuteras utifrån teorier från kognitionsvetenskap.
Mastrota, Antonietta. "Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7338.
Full textGarrett, Pamela Clinical School South Western Sydney Faculty of Medicine UNSW. "The hospital experience of elderly patients with limited English proficiency." Publisher:University of New South Wales. Clinical School - South Western Sydney, 2009. http://handle.unsw.edu.au/1959.4/43753.
Full textTsang, Yvonne Shuk Kuen. "An analysis of teacher-pupil interaction in ESL classroom with reference to native speaking and non-native speaking teachers." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/20.
Full textIsaacs, Talia. "Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98938.
Full textSpeech samples of 19 non-native English speaking graduate students in the Faculty of Education at McGill University were elicited using the Test of Spoken English (TSE), a standardized test of spoken proficiency which is often used by institutions of higher learning to screen international teaching assistants (ITAs). Results of a fined-grained phonological analysis of the speech samples coupled with intelligibility ratings of 18 undergraduate science students suggest that intelligibility, though an adequate assessment criterion, is a necessary but not a sufficient condition for graduate students to instruct undergraduate courses as teaching assistants, and that there is a threshold level (i.e., minimum acceptable level) of intelligibility that needs to be identified more precisely. While insights about the features of pronunciation that are most critical for intelligibility are inconclusive, it is clear that intelligibility can be compromised for different reasons and is often the result of a combination of "problem areas" that interact together.
The study has some important implications for ITA training and assessment, for the design of graduate student pronunciation courses, and for future intelligibility research. It also presents a first step in validating theoretical intelligibility models which lack empirical backing (e.g., Morley, 1994).
Curran, Georgia R. "The Right to Remain Silenced: Non-Native English-Speaking Students and the American Justice System." Ohio University Honors Tutorial College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1587743860600109.
Full textHadla, Ziad. "Student and teacher perceptions of native and non-native English speaking teachers in the Lebanese context." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/9863.
Full textLoong, Lai-ching Eve, and 龍麗貞. "Effectiveness of chronic disease self management program (CDSMP) for non-English speaking population: a narrativeliterature review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46940728.
Full textOlivier, G. J. "Non-native English speaking online doctoral students' attitudes, perceptions and actions in response to written feedback." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3006023/.
Full textAshraf, Sabina. "Identity matters : stories of non-native English-speaking teachers' experiences under the shadow of native speakerism." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24106.
Full textSullivan-Sakaeda, Laurie. "Factor Analytic Study of Spatial Abilities in Second-Grade, English-Speaking Navajo and Non-Navajo Children." DigitalCommons@USU, 1994. https://digitalcommons.usu.edu/etd/6056.
Full textLuo, Lan. "Needs analysis and curriculum design : a case study of non-Chinese-speaking staff at the University of Macau." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637020.
Full textLiu, Jiajun. "The role of language background on college cognitive growth: a study of non-native English speakers." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2111.
Full textChanning, O. Ernestien. "English written proficiency as a contributing factor to academic performance." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65481.
Full textDissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
Parry, Juliet M. "Academic content instruction and the high school English language learner : a series of lessons that model an approach to content instruction in science in a multi-level English as a second language high school classroom /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,302.
Full textWurr, Adrian John. "The impact and effects of service-learning on native and non-native English-speaking college composition students." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290046.
Full textAnderson-Manrique, Julie F. "Design or detour? The non-native English-speaking (NNS) student in the community college developmental writing classroom." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712029.
Full textEach year hundreds of foreign-born and other non-native English speakers (NNS) enroll in U.S. public community colleges. More than 40% of these applicants do not pass the entrance exams and are then directed to take a series of noncredit courses before entering the mainstream freshmen composition. The word mainstream refers to the regularly credited courses that one takes to earn credits towards one’s certificate or degree program. There are studies comparing the non-native speakers (NNS) to native English speakers (NNS) in the freshmen composition class. Other studies examine the mainstream writing class from the NNS student writer’s point of view. However, there is no literature that discusses the placement of the NNS student in the developmental course from the perspectives of the NNS student, the developmental writing instructor, and the administrator. By interviewing NNS students in the developmental writing class, community college staff, faculty, and administrators who interact with these students, we gain multiple perspectives about the placement of this population in the developmental writing class. The results of this study inform community college educators that some NNS students in developmental writing courses may have detoured from the mainstream path with little regard for some of their cognitive, affective, or linguistic needs.
Mehta, Swati. "Othered by English. Smothered by Spanish?: A Critical Ethnography of Six Non Spanish Speaking Newcomer Immigrant Youth." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106717.
Full textDrawing on Collins' (2009) framework on domination and seeing language as a signifier (Bhaba, 1994), this critical ethnography explores the relationship between language and power within the context of a school focused on serving the needs of newcomer immigrant youth in the United States, a country that has increasingly become polarized around issues of immigration, social, and educational policy. Conducting observations in multiple social contexts and informal/semi-structured interviews, the study focuses on six non-Spanish speaking newcomer immigrant youth navigating a particular phenomenon - English and Spanish being dominant languages in their social contexts inside and outside of school. Data were analyzed using guidelines of critical ethnography (Carspecken, 1996). Salient findings include issues of assimilation, meritocracy, and invisibility at the school. The importance of transnational connection, restoration, and accessing social and cultural capital outside of school were also noteworthy. Suggested additions to theorizing work and research with this population as well as critical implications for newcomer schools are also presented
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction