Gotowe bibliografie tematyczne / Language and education Vanuatu

Gotowa bibliografia na temat „Language and education Vanuatu”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 11 lutego 2022

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Artykuły w czasopismach na temat "Language and education Vanuatu"

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Crowley, Terry. "The Language Situation in Vanuatu". Current Issues in Language Planning 1, nr 1 (kwiecień 2000): 47–132. http://dx.doi.org/10.1080/14664200008668005.

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Vari-Bogiri, Hannah. "A Sociolinguistic Survey of Araki: A Dying Language of Vanuatu". Journal of Multilingual and Multicultural Development 26, nr 1 (15.01.2005): 52–66. http://dx.doi.org/10.1080/14790710508668398.

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Early, Robert. "Double Trouble, and Three is a Crowd: Languages in Education and Official Languages in Vanuatu". Journal of Multilingual and Multicultural Development 20, nr 1 (styczeń 1999): 13–33. http://dx.doi.org/10.1080/01434639908666367.

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Brotchie, Amanda. "Sequentiality in the narratives of Tirax, an oceanic language spoken on Malakula, Vanuatu". Narrative in ‘societies of intimates’ 26, nr 2 (31.12.2016): 340–75. http://dx.doi.org/10.1075/ni.26.2.07bro.

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Sequentiality is widely considered to be a universal and defining characteristic of narrative, however there has been relatively little research on narrative in non-European languages with oral traditions. Evidence from the Vanuatu language, Tirax, suggests that sequentiality is not the only nor fundamental strategy for narrative construction. The Tirax data show that while there is a general correlation between narrative clause order and the order of story events, there are many exceptions to sequential ordering. Furthermore there is minimal or no specialized marking to indicate the disruptions to sequentiality in Tirax narratives. The disruptions to sequentiality appear to be motivated by the storytelling imperatives of hooking an audience and keeping them immersed in the story. The data suggest that the difference in cognitive pressures involved in remembering, constructing and comprehending the spoken narrative, compared with the written one, is reflected in different ways of organising information in a narrative.
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Crowley, Terry. "Linguistic demography: Interpreting the 1989 census results in Vanuatu". Journal of Multilingual and Multicultural Development 15, nr 1 (styczeń 1994): 1–16. http://dx.doi.org/10.1080/01434632.1994.9994553.

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Abongdia, Jane-Francis A., i Fiona Willans. "The position of English globally and nationally: a comparison of Cameroon and Vanuatu". Current Issues in Language Planning 15, nr 1 (24.07.2013): 57–74. http://dx.doi.org/10.1080/14664208.2013.801062.

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Willans, Fiona. "Classroom code-switching in a Vanuatu secondary school: conflict between policy and practice". International Journal of Bilingual Education and Bilingualism 14, nr 1 (styczeń 2011): 23–38. http://dx.doi.org/10.1080/13670050903576038.

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Willans, Fiona. "Traces of globalised discourses within and around spaces for multilingualism: prospects for education policy change in Vanuatu". Current Issues in Language Planning 16, nr 1-2 (9.09.2014): 97–113. http://dx.doi.org/10.1080/14664208.2014.947021.

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Richards, Ben, John Bacon-Shone i Nirmala Rao. "Socioeconomic correlates of early child development: Gradients from six countries in the East Asia-Pacific region". International Journal of Behavioral Development 42, nr 6 (25.07.2018): 581–87. http://dx.doi.org/10.1177/0165025418785460.

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This study examined socioeconomic gradients in different domains of early child development using data from the validation sample of the East Asia-Pacific Early Child Development Scales. The Scales were administered to 7797 3- to 5- year-olds (3889 girls) from Cambodia, China, Mongolia, Papua New Guinea, Timor-Leste, and Vanuatu and children’s parents provided information about socioeconomic status (SES). Findings indicated that: (i) with the exception of Motor Development, all SES indicators predicted all domains of development; (ii) SES–development associations were largest for Cognitive Development, Socio-emotional Development, and Language and Emergent Literacy; (iii) wealth and maternal education were the best predictors of early child development; and (iv) significant SES–development associations were found in all countries except Cambodia.
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Willans, Fiona. "Another early-exit transitional model doomed to fail? Or is this the wrong model at the right time in Vanuatu?" Journal of Multilingual and Multicultural Development 38, nr 8 (29.11.2016): 699–711. http://dx.doi.org/10.1080/01434632.2016.1233186.

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Rozprawy doktorskie na temat "Language and education Vanuatu"

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Dyer, Jayne Elizabeth. "The nexus of language interaction and language acquisition in Vanuatu with the development of Bislama : the role and response of education". Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edmd996.pdf.

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Ebersöhn, Hesca. "Tekens van meertaligheid by geselekteerde Suid-Afrikaanse universiteite : 'n analise vanuit linguistiese landskapsperspektief / H. Ebersöhn". Thesis, North-West University, 2009. http://hdl.handle.net/10394/3792.

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Language landscape or linguistic landscape studies are a relatively new field of research within language sociology that has a specific interest in the public space (Shohamy, 2006:128). Linguistic landscape studies analyzes the use of language in the public and/or institutional sphere~ to determine the (instrumental or symbolical) value represented by the graphic representation of language, taking into account the relevant language policy (see also Gorter, 2007:5; Curtin, 2007:11). The goal of this research is to test and empirically apply the theory of the developing international and national linguistic landscape research paradigm on the multilingual South African higher education landscape. The design for this research consists of a theoretical and an empirical component. The aforementioned entails a thorough investigation of linguistic landscape studies and its development over the past couple of years. The empirical component is done in three phases. Phase 1 involves an in-depth investigation regarding nine of the 12 South African universities whose language policies are available in the public domain. During Phase 2, these universities are visited and structured interviews are held with the language committee/language manager to determine what the situation is regarding policy and practice in the language landscape domain. In Phase 3, the data from the previous two phases is assessed and interpreted to make recommendations to South African universities as to how to overcome the possible mismatch. This research found that the visibility of multilingualism in the South African higher education landscape is relatively low due to a mismatch between policy and practice. However, the mismatch is not caused by universities' lack of commitment to multilingualism. Deep-set causes, i.e. the processes involved with language planning, the lack of detailed language plans, and so forth, lead to this mismatch and the lack of visibility of multilingualism at South African universities.
Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2009.
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Sperlich, Wolfgang B. 1948. "Namakir: a description of a central Vanuatu language". Thesis, University of Auckland, 1991. http://hdl.handle.net/2292/2314.

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This is a description of the phonology, morphology and syntax of Namakir, a language of the Oceanic subgroup of Austronesian, which is spoken on some six small islands of the Shepherd Islands, central Vanuatu. My perspective on Namakir is that of a person trained in linguistics, who carried out linguistic fieldwork for the purpose of grammatical description. In addition I contributed to ethnographic work as well as compiling data for a dictionary, part of which is appended to the present description. Namakir is a conservative language which retains many features that make Oceanic languages unique. Thus it is a valuable witness for comparative and reconstructive work in Oceanic linguistics. The physical, social and historical setting of Namakir is detailed in the introductory chapter. A section on theoretical issues concerning the descriptive enterprise is included. The chapter on phonology outlines the Namakir consonant and vowel inventories, with due emphasis on the glottal stop which, as a reflex of the Proto-Oceanic glottal stop, is a unique occurence in Vanuatu languages Sections on phonotactics, stress and phonological processes add to the basic description of segments. In the chapter on morphophonemics the dynamics of derivational processes are explored. A major section deals with consonant alternation, a phenomenon widely discussed in Oceanic Linguistics. The major form classes are detailed in the next chapter. Nominals, determiners, adjectives, verbs and adverbs are established as word categories and paradigm tables are provided for comprehensive overviews. The last chapter on Namakir syntax provides a systematic description of noun phrase and verb phrase. Possessive constructions receive special attention as they exhibit a number of unusual features. The verb phrase is discussed within the framework of the Oceanic definition of verb and periphery which include subject markers as well as pronominal objects. The Namakir mood and aspectual system is presented in detail. A major section deals with serial verb constructions in relation to current descriptive theories. The concluding sections discuss selected items regarding complex sentence structures. Negation and question sentences, existential and comparative sentence types are included. Coordination together with direct and indirect speech is noted to use forms of a quotative verb, being especially significant in the organisation of narrative sequences. Relative and temporal clauses share a single overt marker. A morpheme-to-morpheme glossed narrative is appended to demonstrate narrative style. A substantial Namakir-English-Bislama wordlist is added as a repository of data collected during fieldwork.
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Dimock, Laura Gail. "A grammar of Nahavaq (Malakula, Vanuatu) : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics /". ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1183.

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Johnson, Kay. "Static spatial expression in Ske : an Oceanic language of Vanuatu". Thesis, SOAS, University of London, 2014. http://eprints.soas.ac.uk/18443/.

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The focus of the thesis is the expression of static spatial events in Ske, a previously undescribed Oceanic language spoken by a few hundred people on Pentecost Island, Vanuatu. Static spatial events can be split in to two types: non-angular reference, used to express topological relations such as 'in', 'on' or 'near'; and angular reference, which see the speakers using a viewpoint with which to locate an entity. The second type involves the use of one of a range of FoRs or Frames of Reference (Levinson 1996, 2003; Levinson & Wilkins 2006). This study investigates how Ske speakers express both types of static spatial event. Locative predicates are obligatory components of non-angular reference in Ske. In this study, we analyse the seven Ske locative predicates within the frameworks proposed by Ameka & Levinson (2007) and Newman (2002). Cross-linguistic studies show that the semantics of locative predicates are typically analysed as coding the axial properties or actual geometric orientation of the Figure whose location they are describing; in Ske, however, locative predicates code support relations between Figure and Ground. Traditionally deixis has been omitted from FoR typology and was categorised as being a type of non-angular reference (Levinson & Wilkins 2006). This study finds that deictic reference has projective functions and this warrants its inclusion into the typology as a fourth FoR, the direct FoR, in support of Danziger (2010). Furthermore, the direct and other FoRs are able to combine in Ske in what we term 'composite FoRs'. When two FoRs combine, the function of the already well-formed expression may alter from one which locates an entity to one which orients an entity. Also, the rotation sensitivity of a composite FoR is in line with the sensitivities of its components. The study concludes that is it the composite FoRs, rather than the absolute FoR, which carries out the functions of the unavailable relative FoR in Ske. We also investigate the geocentric referencing system in Ske and analyse how Ske speakers describe directions and locations around their villages, their island and beyond. We find that the finer-grained FoR typology (Bohnemeyer & Levinson 2011) is relevant here and applied to Ske data was able to tease apart two types of reference which are typically classed as absolute FoRs. Within this revised typology Ske speakers are found to use an absolute FoR and a geomorphic FoR in locational and directional expressions, the geomorphic FoR having pragmatic functions and necessitating a shared knowledge of space. Different scales of space are also shown to impact the way Ske speakers express geocentric spatial references. Other issues raised in the study include the need for naturally observed data to be collected in order to capture the range and subtleties of how speakers talk about space and how cultural change is affecting the way Ske speakers express and conceptualise the space around them and the entities that occupy it.
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Franjieh, Michael James. "Possessive classifiers in North Ambrym, a language of Vanuatu : explorations in semantic classification". Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/16808/.

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North Ambrym, an Oceanic language spoken in Vanuatu, exhibits the two common Oceanic possessive construction types: direct and indirect. This thesis focuses on the indirect construction which occurs when the possessed noun refers to a semantically alienable item. In North Ambrym the indirect possessive construction is marked by one of a set of possessive classifiers. The theory within Oceanic linguistics is that the possessive classifiers do not classify a property of the possessed noun but the relation between possessor and possessed (Lichtenberk 1983b). Thus, it is the intentional use of the possessed by the possessor that is encoded by the possessive classifier, such that an ‘edible’ classifier will be used if the possessor intends to eat the possessed or the ‘drinkable’ classifier will be used if the possessed is intended to be drunk. This thesis challenges this theory and instead proposes that the classifiers act like possessed classifiers in North Ambrym and characterise a functional property of the possessed noun. Several experiments were conducted that induced different contextual uses of possessions, however this did not result in classifier change, which would be expected in the relational classifier theory. Each classifier has a large amount of seemingly semantically disparate members and they do not all share the semantic features of the central members, thus an analysis using the classical theory of classification is untenable. Instead the classifier categories are best analysed using prototype theory as certain semantic groups of possessions are considered to be more central members. This hypothesis is supported by further experimentation into classification which helps define the centrality of classifier category members. Finally an analysis using cognitive linguistic theory proposes that non-central members are linked to central members via semantic chains using notions of metaphor and metonymy. All languge data from this project has been deposited at the Endangered Language Archive (ELAR) at SOAS,University of London.
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Willans, Fiona. "Ideological and implementational spaces for multilingual education : a case study in Vanuatu". Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/ideological-and-implementational-spaces-for-multilingual-education(4248d1c3-3036-4cf2-a4e8-3c5a4c4ecba5).html.

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This study is a discourse-oriented ethnographic investigation of language-in-education policy in Vanuatu. Following a period of joint Anglo-French colonial rule, education currently follows a dual-submersion model, in which children are enrolled in either English-medium or French-medium schools, while the remaining 106 languages are excluded. A case study of one English-medium school and one French-medium school demonstrates that a single language (either English or French) is constructed as the only appropriate language of each institution, but that this construction is challenged in two ways. It is, firstly, undermined by the heteroglossic reality of daily language practices. Teachers and learners make use of multiple linguistic resources in order to negotiate their school lives, using only just enough English or French to conform to the monolingual ideal. It is, secondly, contradicted by the desire for ‘bilingualism’ in English and French, as the vestiges of Vanuatu’s double colonial heritage have been reimagined in unexpected ways. The dual legacy has been transformed from being a reminder of an oppressive and burdensome past to being both a gateway to double opportunity and a marker of a ‘bilingual’ national identity that should be celebrated. The thesis examines the way participants mediate the tension between competing conceptualisations of ‘language’ and ‘languages’ in education. It considers whether ideological and implementational spaces (Hornberger, 2002) can be found amongst the contestation for the incorporation of alternative or additional linguistic resources. It suggests the need to rethink the notion of media of instruction, and to look for ways to foster the productive use of repertoires of learning and teaching, drawing on whichever resources are available to be used. In so doing, it reorients the problem from an approach to education policy and planning that is driven by language, to an approach to language policy and planning that is driven by learning.
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Thieberger, Nicholas. "Topics in the grammar and documentation of South Efate an Oceanic language of Central Vanuatu /". [Melbourne, Australia] : Dept. of Linguistics and Applied Linguistics, Univerity of Melbourne, 2004. http://eprints.unimelb.edu.au/archive/00000492/01/SouthEfatePhD.pdf.

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Thieberger, Nicholas Augustus. "Topics in the grammar and documentation of South Efate, an Oceanic language of Central Vanuatu /". Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000492.

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Thesis (Ph.D.)--University of Melbourne, Dept. of Linguistics and Applied Linguistics, 2004.
Typescript (photocopy). Title on cover and spine: Topics in grammar and documentation etc... Includes bibliographical references (leaves [497]-508).
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Gibbons, Laura. "Participatory Edutainment in Practice : A Case Study of Wan Smolbag, Vanuatu". Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39015.

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Entertainment-Education (EE), or ‘Edutainment’ as it has come to be known, is a prominent discipline and communicative practice, both in international and community development, and is utilised to address social issues and culturally specific norms, some of which may be taboo or harmful.  This research sets out to explore the application of edutainment, in particular Theatre for Development (TfD), through an examination of its practice in a Pacific context; namely, a case study of Wan Smolbag Theatre (WSB), a grassroots NGO based in Vanuatu. Using tangible examples of WSB’s theatre work, the interplay between listening, participation, and dialogue will be examined as they bear on WSB’s diverse operations in Vanuatu. It will also be suggested that edutainment and TfD sits at the intersection of communication, culture and development and in fact, requires all three elements in order to be realised.  Through its use of edutainment and TfD, WSB’s core strength lies in its sensitivity and responsiveness to both culture as aesthetic activity and as a way of life, enabling a dialogic, participatory approach that provides a stage for subaltern community voices to identify issues, and importantly, solutions to their own problems.  The Pacific Region poses a complex landscape for development research and the same applies in the area of communication for development and social change. Due to its vast geographical area but often small population sizes, Pacific-focused research and data can be difficult to source, both of a qualitative and quantitative nature. This study aims to address one such gap, while also attempting to situate this research in the wider historical context of edutainment.
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Książki na temat "Language and education Vanuatu"

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Vanuatu. Vanuatu education road map. Port Vila, Vanuatu: Ministry of Education, 2009.

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Sanga, Kabini. Re-thinking Vanuatu education together. Port Vila [Vanuatu]: Ministry of Education, 2004.

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Education, Vanuatu Ministry of. Vanuatu inclusive education (IE) policy. [Port Vila: s.n.], 2011.

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Vanuatu early childhood care & education policy. [Port Vila, Vanuatu]: Government of Vanuatu, Ministry of Education, 2010.

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Australian National University. Pacific Linguistics., red. Descriptive grammar of Merei (Vanuatu). Canberra: Pacific Linguistics, Research School of Pacific and Asian Studies, Australian National University, 2005.

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Australian National University. Pacific Linguistics, red. Tamambo: The language of west Malo, Vanuatu. Canberra, A.C.T: Pacific Linguistics, School of Culture, History and Language, College of Asia and the Pacific, Australian Naational University, 2011.

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John, Lynch, red. The Avava language of central Malakula (Vanuatu). Canberra: Pacific Linguistics, 2006.

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John, Lynch, red. Naman: A vanishing language of Malakula (Vanuatu). Canberra: Pacific Linguistics, 2006.

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Education, Vanuatu Ministry of. Vanuatu education in emergency policy 2013 - 2017. Vanuatu]: [Ministry of Education], 2013.

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John, Lynch, red. Tape: A declining language of Malakula (Vanuatu). Canberra: Pacific Linguistics, 2006.

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Części książek na temat "Language and education Vanuatu"

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Smith, Martin Paviour. "Is it Aulua or Education Dressed up in Kastom?: A Report on the Ongoing Negotiation of Literacy and Identity in a Ni Vanuatu Community". W Language Planning and Policy: Issues in Language Planning and Literacy, redaktor Anthony J. Liddicoat, 221–35. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599781-015.

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François, Alexandre. "Temperature terms in northern Vanuatu". W Typological Studies in Language, 832–57. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/tsl.107.28fra.

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Crowley, Terry. "The Language Situation in Vanuatu". W Language Planning and Policy in the Pacific, Vol 1, redaktorzy Richard B. Baldauf Jr i Robert B. Kaplan, 154–239. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599224-006.

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Jayendran, Nishevita, Anusha Ramanathan i Surbhi Nagpal. "Language acquisition and language learning". W Language Education, 59–80. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-4.

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Budd, Yoshi. "Language Education". W What is Next in Educational Research?, 133–39. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-524-1_13.

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Charpentier, Jean-Michel. "10. The Future of the Languages of Vanuatu and New Caledonia". W Language Diversity in the Pacific, redaktorzy Denis Cunningham, David E. Ingram i Kenneth Sumbuk, 131–36. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598685-013.

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Crowley, Terry. "The position of Melanesian Pidgin in Vanuatu and Papua New Guinea". W Studies in Language Companion Series, 1. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/slcs.20.02cro.

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Jayendran, Nishevita, Anusha Ramanathan i Surbhi Nagpal. "Assessment and evaluation for language and literature". W Language Education, 175–200. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-9.

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Jayendran, Nishevita, Anusha Ramanathan i Surbhi Nagpal. "Perspectives and approaches to language and literacy". W Language Education, 81–102. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-5.

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Jayendran, Nishevita, Anusha Ramanathan i Surbhi Nagpal. "Introduction". W Language Education, 1–4. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-1.

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Streszczenia konferencji na temat "Language and education Vanuatu"

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Furbush, Haiven, Maxx Ives, Yurun Jiang i Lina Cao. "The Republic of Vanuatu". W The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/25.

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Yu He. "The course choice between C language and C++ language". W Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228304.

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Kunovski, Marina, i Lorenzo Rocca. "LANGUAGE TESTING OUTSIDE THE LANGUAGE ENVIRONMENT". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1416.

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Laizane, Inga. "The understanding of the concepts of first language, second language and foreign language outside of Latvia". W Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.009.

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Gluchmanova, Marta. "INNOVATIVE FOREIGN LANGUAGE EDUCATION". W 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s22.084.

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Bérešová, Jana. "Challenges in Language Education". W Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.78.

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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.
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Zhang, Xie, i Huanqi Ji. "Language Anxiety and Foreign Language Teaching". W International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.13.

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Maklakova, Eugenia, Jamila Mustafina, Lilia Mustafina i Inessa Sokolova. "NEW APPROACHES IN THE LANGUAGE POLICY OF FRANCE: LANGUAGE OF EDUCATION, LANGUAGE OF SURVIVAL, LANGUAGE OF FORMER PARENT STATE". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1448.

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Rui, Liu. "Language Attrition Theory on English Language Teaching". W 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Raporty organizacyjne na temat "Language and education Vanuatu"

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Harrison, George C. Research, Development, Training and Education Using the Ada Programming Language. Fort Belvoir, VA: Defense Technical Information Center, lipiec 1989. http://dx.doi.org/10.21236/ada210760.

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Tilson, John. Manipulation or education? : symbolic language, belief system and the Truman Doctrine. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5565.

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Alrich, Amy A., Claudio C. Biltoc, Ashley-Louise N. Bybee, Lawrence B. Morton, Richard H. White, Robert A. Zirkle, Jessica L. Knight i Joseph F. Adams. The Infusion of Language, Regional, and Cultural Content into Military Education: Status Report. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2011. http://dx.doi.org/10.21236/ada562774.

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Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2516.

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Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7218.

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Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2310.

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Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2073.

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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5522.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.283.

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Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.382.

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