This paper is a curriculum proposal for students from grades 2 – 5 at the Elementary level in a bilingual-immersion school in Brasilia, Brazil, who are enrolled in the English Adaptation (EA) program. The curriculum is based on the SIOP Model, an approach to teaching language through content in strategic ways to enhance students’ development in both content and language. The paper also provides detailed lesson plans as an example and assessment processes that can be carried throughout the school year. / text

Une évaluation longitudinale (de la 1ère à la 6ème année primaire) a été réalisée auprès d'enfants francophones apprenant le néerlandais comme langue seconde dans un contexte scolaire d'immersion linguistique. Leur développement linguistique a été comparé à celui d'enfants monolingues francophones et néerlandophones. Les objectifs de la recherche consistaient à déterminer (1) les conséquences positives ou négatives de la méthode immersive sur le développement linguistique des enfants dans leurs langues maternelle et seconde, (2) la langue la plus appropriée aux premiers pas dans l'acquisition de la lecture et de l'écriture (la langue maternelle ou la langue seconde caractérisée par un système écrit plus transparent), (3) les difficultés spécifiques rencontrées par ces enfants en immersion (acquisition de séquences phonologiques spécifiques à la langue seconde, interférences entre langues, etc.).

Short-term international immersion travel connects participants from educational and religious organizations with distant suffering to build solidarity and motivate transnational civic action. It is a distinct form of transnational social action that produces a personalized, embodied experience of transformation. Despite increasing popularity, and increasing evidence that this form of travel can facilitate civic action and activism, the mechanisms behind the production, experience, and outcomes are not well known. This research examines these issues through a focus on multiple cultural processes. The research site is BorderLinks, a faith-affiliated organization that promotes immigration awareness through travel along the U.S.-Mexico border. I use participant observation with different groups (colleges, seminaries, churches), pre/post surveys with 180 participants, and interviews with participants to examine why individuals participate, how transformative experience is produced, how group styles stabilize this moment of unsettledness, the difficulties of solidarity formation, and the specific patterns of outcomes. Short-term international immersion travel is a cultural strategy of transformation that provides participants with identity shaping experiences and fits the goals of feeder organizations that prioritize personal transformation and social engagement. Recruitment through feeder organizations creates groups with distinct demographic profiles, motivational repertoires, and emotional orientations: the "toolkits of travel." An immersion trip sits in a liminal space of culture, yet the institutional origins of groups generate group styles that guide groups through this unsettledness (Eliasoph and Lichterman 2003). Some groups "sleuth" while others "story build," resulting in different imaginations of possible future action. The encounter with migrants addresses a central question of how solidarity between international travelers and distant suffering is formed. I show the importance of two strategies of solidarity, one relational and one imaginative. Through a hike in the desert, I show the conditions for producing evoking symbols that moralize the experience into the future. I examine change in economic behavior, attitudes, and some civic activity. I use Qualitative Comparative Analysis to show which aspects of immersion travel are most responsible for change: emotional intensification, moralized situations, cognitive awareness, and/or group affiliation. For participants' narrative construction, differences in group use of reflexivity resources affect the moral extension into the future.

在越來越重視幼兒學齡前英語教育的社會中，全美語沉浸式教學，成為父母期待子女學好英語的選擇，然而人們對全美語沉浸式教學，有正反兩極端的意見，本研究探討參加過全美語沉浸式教學之國小學童在國小英語的學習態度，以期能對全美語沉浸式教學的影響有所暸解，並對幼兒英語學習有所助益。 本研究資料分別取自於桃園ㄧ國小六年級學童及其家長的問卷與訪談。266位學生〈13位全美語和253位非全美語學童〉與220位家長〈12位全美語和208位非全美語家長〉的問卷，採四種統計方法進行分析：描述性統計、單因子變異數分析，LSD事後比較與皮爾森相關分析。而26位學生〈13位全美語和13位非全美語學童〉與10位家長〈5位全美語和5位非全美語家長〉的訪談，提供更進一步資料，反映學童對於英語學習的態度。資料分析結果如下： 1. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較多的學習信心。 2. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較高的學習興趣。 3. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較強的學習信念。 本研究亦發現參加過全美語沉浸式幼稚園之國小學童的家長比未參加過學童的家長，對於子女在英語學習上，顯示較高的信心、興趣與信念，與學童的資料分析結果相當一致。 / English immersion preschools, the choices for parents who expect their children to learn English well, exist in our society that values early English education. However, there are studies for and also against immersion learning. This study aims to investigate the English learning attitude of the primary school students who have attended English immersion preschools. The study is suggested to reveal the effect of the English immersion preschools in order to provide better English education for young learners in the future. This study employed questionnaires and interviews for the sixth graders and their parents of P primary school in Taoyuan. Two self-reported questionnaires respectively for 266 sixth graders (13 English immersion learners and 253 non-English immersion learners) and 220 parents (12 parents of English immersion learners and 208 parents of non-English immersion learners) were analyzed by four statistical methods: descriptive statistics, one-way ANOVA, LSD post hoc analysis, and Pearson correlation. Moreover, in-depth interviews were conducted for 26 learners (13 English immersion learners and 13 non-English immersion learners) and 10 parents (5 parents of English immersion learners and 5 parents of non-English immersion learners), which offered further information indicating learners’ English learning attitude. The results of the findings are summarized as follows. First, English immersion learners demonstrated more confidence than non-English immersion learners toward English learning in the primary school. Second, English immersion learners display more interest than non-English immersion learners toward English learning in the primary school. Third, English immersion learners hold stronger belief than non-English immersion learners toward English learning in the primary school. The results of this study also revealed that parents of the English immersion learners indicated more confidence, interest, and belief than parents of non-English immersion learners toward their children’s English learning in the primary school. The results are consistent with those of the learners.

We examined the relationship between orthographic processing and spelling in French immersion children. Study 1 included 148 first graders and they were assessed on orthographic processing and spelling in English and French. In Study 2, we followed 69 second graders for two years. Orthographic processing and spelling in English and French were administered in second and third grade. In Study 3, we analyzed the spelling errors made by the third graders in Study 2. In Study 1, we found a within-language relationship in English and French between orthographic processing and spelling. Cross-language transfer from French orthographic processing to English spelling was also observed. In Study 2, Grade 2 English spelling predicted gains in Grade 3 English and French orthographic processing. Study 3 showed that children made transfer errors when spelling in English and French. Overall, the current research highlights the importance of orthographic processing and spelling in French immersion children.

Le sentiment de présence, but ultime de la réalité virtuelle, peut être atteint en stimulant ces quatre "piliers" que sont l'immersion, l'interaction, le maintien de la boucle action-perception et les émotions. Notre objectif est de proposer des méthodes visant à améliorer ce sentiment en s'intéressant plus particulièrement à la perception visuelle. Dans cette optique, nous proposons tout d'abord une solution appliquant le rendu stéréoscopique sur carte graphique. Traditionnellement effectué en deux passes, ce rendu se fait maintenant en une passe, grâce aux shaders et au regroupement de certaines phases de calculs. Nous étendons ce processus de rendu aux tout récents écrans auto-stéréoscopiques nécessitant plus de deux vues, améliorant d'autant plus les temps de calcul. Pour assurer l'immersion et l'interaction, voire l'émotion, nous avons aussi cherché à diminuer la fatigue oculaire induite par les images stéréoscopiques, en ajoutant un flou de profondeur de champ. Ce flou, obtenu en temps réel grâce aux shaders, permet également d'inviter l'observateur à focaliser son attention sur des objets précis au lieu de laisser son regard errer. Enfin, un objectif pour obtenir le sentiment de présence est de faire croire à l'utilisateur qu'il existe dans la scène virtuelle. Notre contribution à ce but, est d'intégrer de manière naturelle une représentation virtuelle de l'utilisateur. Pour cela, nous créons par visual hulls un avatar à l'aide de caméras. Finalement, cet avatar est employé pour illustrer la présence de l'utilisateur au travers de surfaces réfléchissantes virtuelles ou de la projection de son ombre

This thesis is situated in the field of applied linguistics, education and European Studies. The empirical part examines outcomes in a two-way immersion (TWI) education model in Berlin (SESB) that go beyond linguistic or academic achievements. Based on a peace-linguistic framework established for the purpose of this study, this thesis assesses to what extent SESB programmes are associated with dimensions related to peace education, social capital and critical applied linguistics. Additionally, a teacher survey looks at attitudes towards bilingual and monolingual education and social integration. The findings are discussed in the framework of previous studies, chiefly from the USA, and in terms of language policy development in Germany and in Europe. This leads to a number of recommendations for stakeholders and policymakers. Employing a quasi-experimental design, involving a TWI and a control group, data were collected through a questionnaire survey of 14-18 year-old students (N=603) and teachers (N=32) in Berlin, which were analysed using primarily quantitative methods (including multiple regression) but with some qualitative elements. Based on statistically significant effects with at least small effect sizes, it was established that students in SESB had a greater sense of inclusion among classmates and greater conflict resolution skills than the control group. When looking at effects in subgroups (students with German, bilingual or non-German language backgrounds) there were also positive effects, however, the groups were affected in different ways, as is set out in this thesis. Furthermore, SESB also had a positive effect on relationships between parents and teachers, as well as on the students’ language attitudes and use patterns. In conclusion, it is argued that, besides personal and societal multilingualism, TWI programmes in Berlin are associated with greater potential for cohesion in the school class, and may benefit wider social integration of different language communities. Additionally, this thesis introduces German TWI programmes to an English-language audience.

Although gold nanoparticles (GNPs) are promising probes for biological imaging because of their attracting optical properties and bio-friendly nature, properties of the multi-photon (MP) emission from GNP aggregates produced by a short-wave infrared (SWIR) laser have not been examined. In this paper, characterization of MP emission from aggregated 50 nm GNPs excited by a femtosecond (fs) laser at 1560 nm is discussed with respect to aggregate structures. The key technique in this work is single particle spectroscopy. A pattern matching technique is applied to correlate MP emission and SEM images, which includes an optimization processes to maximize cross correlation coefficients between a binary microscope image and a binary SEM image with respect to xy displacement, image rotation angle, and image magnification. Once optimization is completed, emission spots are matched to the SEM image, which clarifies GNP ordering and emission properties of each aggregate. Correlation results showed that GNP aggregates have stronger MP emission than single GNPs. By combining the pattern matching technique with spectroscopy, MP emission spectrum is characterized for each GNP aggregate. A broad spectrum in the visible region and near infrared (NIR) region is obtained from GNP dimers, unlike previously reported surface plasmon enhanced emission spectrum.

The first purpose of this case study was to understand the course development experiences of Grade 10 French Immersion (FI) Science teachers in Manitoba. The second purpose was to develop an online instructional resources database model based on an understanding of these teachers’ course development experiences that holds promise in supporting Grade 10 FI Science teachers in Manitoba. Results of this study revealed that teachers’ experiences are negatively impacted by equity issues, such as a lack of resources in French designed to address the Manitoba curriculum. These equity issues negatively impact teachers’ well-being. In turn, these equity issues for teachers, as well as the impacts of these issues on teachers’ well-being, have negative impacts on the quality of FI education in Manitoba. An online instructional resources database model, entitled the Living Curriculum model, was developed. / May 2017

In the atmosphere, cloud droplets can remain in a supercooled liquid phase at temperatures as low as -40 °C. Above this temperature, cloud droplets freeze via heterogeneous ice nucleation whereby a rare and poorly understood subset of atmospheric particles catalyze the ice phase transition. As the phase state of clouds is critical in determining their radiative properties and lifetime, deficiencies in our understanding of heterogeneous ice nucleation poses a large uncertainty on our efforts to predict human induced global climate change. Experimental challenges in properly simulating particle-induced freezing processes under atmospherically relevant conditions have largely contributed to the absence of a well-established model and parameterizations that accurately predict heterogeneous ice nucleation. Conversely, the sparsity of reliable measurement techniques available struggle to be interpreted by a single consistent theoretical or empirical framework, which results in layers of uncertainty when attempting to extrapolate useful information regarding ice nucleation for use in atmospheric cloud models. In this dissertation a new framework for describing heterogeneous ice nucleation is developed. Starting from classical nucleation theory, the surface of an ice nucleating particle is treated as a continuum of heterogeneous ice nucleating activity and a particle specific distribution of this activity g is derived. It is hypothesized that an individual particle species exhibits a critical surface area. Above this critical area the ice nucleating activity of a particle species can be described by one g distribution, 𝑔, while below it 𝑔 expresses itself expresses externally resulting in particle to particle variability in ice nucleating activity. The framework is supported by cold plate droplet freezing measurements for dust and biological particles in which the total surface area of particle material available is varied. Freezing spectra above a certain surface area are shown to be successfully fitted with 𝑔 while a process of random sampling from 𝑔 can predict the freezing behavior below the identified critical surface area threshold. The framework is then extended to account for droplets composed of multiple particle species and successfully applied to predict the freezing spectra of a mixed proxy for an atmospheric dust-biological particle system. The contact freezing mode of ice nucleation, whereby a particle induces freezing upon collision with a droplet, is thought to be more efficient than particle initiated immersion freezing from within the droplet bulk. However, it has been a decades’ long challenge to accurately measure this ice nucleation mode, since it necessitates reliably measuring the rate at which particles hit a droplet surface combined with direct determination of freezing onset. In an effort to remedy this longstanding deficiency a temperature controlled chilled aerosol optical tweezers capable of stably isolating water droplets in air at subzero temperatures has been designed and implemented. The new temperature controlled system retains the powerful capabilities of traditional aerosol optical tweezers: retrieval of a cavity enhanced Raman spectrum which could be used to accurately determine the size and refractive index of a trapped droplet. With these capabilities, it is estimated that the design can achieve ice supersaturation conditions at the droplet surface. It was also found that a KCl aqueous droplet simultaneously cooling and evaporating exhibited a significantly higher measured refractive index at its surface than when it was held at a steady state temperature. This implies the potential of a “salting out” process. Sensitivity of the cavity enhanced Raman spectrum as well as the visual image of a trapped droplet to dust particle collisions is shown, an important step in measuring collision frequencies of dust particles with a trapped droplet. These results may pave the way for future experiments of the exceptionally poorly understood contact freezing mode of ice nucleation.