ProQuest Subject Index - Language arts at INDIANA UNIVERSITY OF PENNSYLVANIA

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You are viewing titles for INDIANA UNIVERSITY OF PENNSYLVANIA in the Language arts available through the UMI Dissertations & Thesis Gradwoorks site

A comparative study of metaphor in Arabic and English general business writing with teaching implications	Exploring teachers' beliefs through collaborative journaling: A qualitative case study of Japanese preservice teachers' transformative development processes in an EFL teacher education program

A study of a specific language arts and mathematics software program: Is there a correlation between usage levels and achievement?	A writing teacher learns from his students: The symbiosis of student-centered pedagogy and teacher research methodology

Family influence on children's second language literacy building: A case study of Korean families	Beyond response: Transcending peer feedback through critical collaborative assessment

Rural voices winding through the Andes Mountains: A collective creative literacy research project	Anticipating the audience: An ethnographic study of a French-as-a-foreign-language class creative writing project compared with case studies in native language composition

Perceptions and attitudes of Saudi ESL and EFL students toward native and nonnative English-speaking teachers	Composition and identity: A theoretical approach to first-year composition

Discursive constructions of Korean identity: University EIL learners in an online community	An exploration of culturally-based assumptions guiding ELT practice in Thailand, a non-colonized nation

A co-construction of space trilogy: Examining how ESL teachers, English language learners, and classroom designs interact	Exploring the culture and cognition of outsider literacy practices in adult readers of graphic novels

Listening to their voices: An in-depth study of language anxiety and cultural adjustment among Taiwanese graduate students in the United States	White prestige ideology, identity and investment: ESL composition class as a site of resistance and accommodation for Taiwanese students

An analysis of leadership beliefs and practices of 25 TESOL leaders	The identity, second language, and the classroom dynamic: Participant observation in a beginning Korean as a second language classroom

Stranger than fiction: A study of student perceptions of writer's block and film in the composition classroom	Teacher behavior and attitude and student writing apprehension

Finding our places, defining our places: Service learning and ecocomposition in the first-year composition classroom	"To tell afterward": The stories of five scholars in composition-rhetoric

The perceived, conceived, and lived experiences of 21st century peer writing tutors	Examining the influence of multimodal new media texts and technologies on first-year writing pedagogies: A cross sectional case study

Literacy experiences and cultural negotiations in transnational academic context: The case of Israeli study abroad MBA students in an American university	Teacher perspectives on controversial young adult literature: Change in a middle school classroom culture

Not just a feeling anymore: Empathy and the teaching of writing	Visual approaches to vocabulary instruction: Teacher and adolescent learner perceptions

A new direction for composition pedagogy: Implementing perspective pedagogy in the first-year research composition classroom	Self-efficacy beliefs of speech-language therapists regarding their skills in collaboration to work with regular education teachers

English Composition I: An effective predictor of persistence and retention at a community college	Peer writing tutors in community: Relational and reflective collaborations in the writing center

The children of Reagan: Troubling pleasures for the era of privatization	Reasons to leave, reasons to believe: Students' stories of withdrawing from first year composition

Listening to students & answering the call: One woman's writing, responding, and reflecting	A descriptive study of first-year college students' non-academic digital literacy practices with implications for college writing education