Dan E Davidson
Biographic Data
| ID | 5519949 |
|---|---|
| NAME | Dan E Davidson |
| GIVEN NAMES | Dan E |
| FAMILY NAME | Davidson |
| SIGNATURE | DAVIDSON D E |
| AFFILIATIONS | American Councils for International Education |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
The Heritage and Non-Heritage Learner in the Overseas Immersion Context: Comparing Learning Outcomes and Target-Language Utilization in the Russian Flagship
While the domestic heritage language learner has received increased attention in the literature over the past two decades, relatively little research has been devoted to the heritage student engaged in overseas immersion study (or re-learning) of the home language. Heritage learners have the capacity to become “balanced bilinguals” in their first language with all the cultural and metalinguistic awareness that this entails (Polinsky, 2010). Overs…
Guest Editor's Message
Study Abroad: When, How Long, and With What Results? New Data From the Russian Front
This study reports on the measured proficiency‐referenced learning outcomes during study abroad of a large, multi‐institutional cohort (N=1,881) of U.S. students of Russian who have undertaken intensive language study on ACTR‐administered formal language study programs at Russian universities for periods of 2, 4, and 9 months over the course of the past 15 years. The study specifically examines the effects of different durations of immersion on l…
Responses
Russian Stage One: Live from Moscow
Chto vy dumaete ob etom? Videokurs. = What Do You Think about That? Video Course
Soviet-American Contributions to the Study and Teaching of Russian: Theory, Strategies, and Tools
Soviet-American Russian Language Contributions
Study Abroad: When, How Long, and With What Results? New Data From the Russian Front
This study reports on the measured proficiency‐referenced learning outcomes during study abroad of a large, multi‐institutional cohort (N=1,881) of U.S. students of Russian who have undertaken intensive language study on ACTR‐administered formal language study programs at Russian universities for periods of 2, 4, and 9 months over the course of the past 15 years. The study specifically examines the effects of different durations of immersion on l…
Soviet-American Russian Language Contributions
Soviet-American Contributions to the Study and Teaching of Russian: Theory, Strategies, and Tools
Chto vy dumaete ob etom? Videokurs. = What Do You Think about That? Video Course
Russian Stage One: Live from Moscow
Responses
Guest Editor's Message
Study Abroad: When, How Long, and With What Results? New Data From the Russian Front
This study reports on the measured proficiency‐referenced learning outcomes during study abroad of a large, multi‐institutional cohort (N=1,881) of U.S. students of Russian who have undertaken intensive language study on ACTR‐administered formal language study programs at Russian universities for periods of 2, 4, and 9 months over the course of the past 15 years. The study specifically examines the effects of different durations of immersion on l…
The Heritage and Non-Heritage Learner in the Overseas Immersion Context: Comparing Learning Outcomes and Target-Language Utilization in the Russian Flagship
While the domestic heritage language learner has received increased attention in the literature over the past two decades, relatively little research has been devoted to the heritage student engaged in overseas immersion study (or re-learning) of the home language. Heritage learners have the capacity to become “balanced bilinguals” in their first language with all the cultural and metalinguistic awareness that this entails (Polinsky, 2010). Overs…
Psychology (4 works) · Computer Science (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Political science (3 works) · Eastern European Communism and Reforms (2 works) · EFL/ESL Teaching and Learning (2 works) · History (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works)