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The Impact of Bilingualism on the Language and Social Development of Children
by Naidoo, Sarojini, M.A. Greensboro College. 2020: 54 pages; 27959656.
Narrations from the U.S.-Mexico border: Transfronterizo student and parent experiences with American schools
by Tessman, Darcy, Ph.D. The University of Arizona. 2016: 185 pages; 10111574.
The Use of Interpreters by Speech-Language Pathologists Conducting Bilingual Speech-Language Assessments
by Palfrey, Carol Lynn, Ed.D. The George Washington University. 2013: 227 pages; 3557570.
Herencia y legado: Validating the linguistic strengths of English language learners via the LAUSD Seal of Biliteracy Awards Program
by Castro Santana, Alma Carina, Ed.D. California State University, Long Beach. 2014: 227 pages; 3647114.
The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy
by DeLeon, Tanya M., Ed.D. Loyola Marymount University. 2014: 215 pages; 3639305.
A neurocognitive investigation of bilingual advantages at additional language learning
by Grey, Sarah Elizabeth, Ph.D. Georgetown University. 2013: 237 pages; 3590106.
The Current State of Specialized Public Bilingual Schools in Puerto Rico: Teacher and Administrator Perspectives
by Smallwood Ramos, Jacelyn, Ed.D. University of Puerto Rico, Rio Piedras (Puerto Rico). 2020: 216 pages; 27996216.
Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension
by Yeh, Yi-Fang, Ph.D. Fordham University. 2007: 291 pages; 3255006.
Language development of fourth grade students at a transitional bilingual school: A look at the personal experiences and perspectives of students who have completed a transitional bilingual program
by Thun, Lupe, M.A. Mills College. 2012: 65 pages; 1511220.
The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs
by Moraga, Olga Grimalt, Ed.D. Loyola Marymount University. 2010: 167 pages; 3439140.
Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results
by Webb, Elizabeth L., Ed.D. University of West Georgia. 2018: 201 pages; 10977505.
Educators' experiences learning to meet adaptive challenges involving English learners within the learning-oriented leadership model: A qualitative study
by Benis Scheier-Dolberg, Sarah Elizabeth, Ed.D. Teachers College, Columbia University. 2014: 391 pages; 3624032.
A Case Study into the Perception of World Language Study of All Stakeholders in a Suburban Midwest School District
by Crowell, Michael L., Ed.D. Lindenwood University. 2016: 184 pages; 10130182.
District-Level and Campus-Level Administrators' Perceptions regarding the Implementation of a One-Way Dual Language Program in One North Texas School District
by Aquino, Cynthia Adriana, D.Ed. Tarleton State University. 2019: 134 pages; 13813741.
The Linguistic Construction of the Bilingual Stuttering Experience
by Granese, Angela M., Ph.D. University of Louisiana at Lafayette. 2014: 365 pages; 3687683.
An Analysis of the Relationship Between the Texas English Language Proficiency Assessment System (TELPAS) and Student Achievement on the State of Texas Assessment of Academic Readiness (STAAR) in Third Grade Math and Reading
by Villicana-Briseno, Norma, D.Ed. Tarleton State University. 2020: 67 pages; 28024976.
The representation of multiple translations in bilingual memory: An examination of lexical organization for concrete, abstract, and emotion words in Spanish -English bilinguals
by Basnight-Brown, Dana M., Ph.D. State University of New York at Albany. 2009: 160 pages; 3387678.
Role of homework in the academic lives of immigrant adolescents
by Bang, Hee Jin, Ph.D. New York University. 2009: 333 pages; 3361962.
Making Hard Decisions: Meeting the Needs of Middle School Bilingual Students with High Incidence Learning Disabilities
by Gonzalez, Gabriela, M.A. Trinity Christian College. 2018: 51 pages; 10817679.
Learner motivations and preferences: Realities in the language classroom
by Weger-Guntharp, Heather D., Ph.D. Georgetown University. 2008: 258 pages; 3339909.
A study of the effectiveness of an alternative licensure program for urban elementary teachers of English language learners
by Wesley-Nero, Sabrina L., Ph.D. George Mason University. 2007: 171 pages; 3287368.
Japanese Mother Tongue Program in an International School: A Case Study
by Ohyama, Masayo, Ph.D. Fordham University. 2018: 211 pages; 10690149.
The Language Ideologies and Practices of Four Korean Heritage Language Teachers: Constructing What it Means to Teach Korean To Diverse Students in a Community Based Korean Heritage Language School
by Byeon, Seongah, Ph.D. University of Florida. 2015: 286 pages; 10679092.
System Challenges for Bilingual Clinical Social Work in Forensic Settings
by Arroyo, Roberto G., D.S.W. Walden University. 2019: 135 pages; 13904198.
Bilingualism, aging, and instructional conditions in non-primary language development
by Cox, Jessica Gruber, Ph.D. Georgetown University. 2013: 323 pages; 3606540.
Neural Stages of Word Encoding Across Languages, Proficiency Levels, and Modalities
by Leonard, Matthew Kanter, Ph.D. University of California, San Diego. 2011: 147 pages; 3458484.
Hearing the Voices of Bicultural and Bilingual Teachers: Using a Case Study Approach to Explain the Professional Identity Development of Early Career Native Chinese Mandarin Teachers
by Chen, Jing, Ed.D. Portland State University. 2020: 311 pages; 27961414.
The effects of current oral proficiency demands on foreign language teachers
by Reif Ziemann, Jody Ann, Ph.D. Marian University. 2016: 152 pages; 10191828.
Passage reading fluency in Spanish and English: The relation to state assessment outcomes in English for students in a dual-language context
by Spencer-Iiams, Jennifer W., D.Ed. University of Oregon. 2013: 106 pages; 3589569.
Scaffolding the Continua of Biliterate Development in the Spanish Language Immersion Classroom
by Heston, Dawn M., Ph.D. University of Missouri - Columbia. 2018: 312 pages; 13877148.
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