A partir da investigação de elementos que remontam o passado de técnicas de ilusão e imersão na arte da representação da imagem, bem como teorias que condicionam a existência de uma linguagem audiovisual própria, este trabalho tem o objetivo de analisar e identificar a existência de uma linguagem própria pertinente à estereoscopia. A pesquisa toma como ponto de análise estereoscópica o filme Coraline [2009] de Henry Selick, uma animação stop motion, concebida e lançada nos cinemas 3D estereoscópicos / Through an investigation of the history of techniques of illusion and immersion in popular art and entertainment, as well as theories that determine the existence of a distinct visual language, this work aims to analyse and identify the existence of a unique narrative language exclusive to 3-D stereoscopic film-making. The research takes as its point of stereoscopic analysis the stop-motion animation movie Coraline (2009, Henry Selick) designed and launched in cinemas using the stereoscopic technique.

Este projeto de tese analisa como o método do ciclo de counterbalance, articulado por Lyster (2007), pode influenciar no aumento da precisão da língua dos alunos nos programas de imersão. O objetivo do projeto foi descobrir como tal modelo de lições e atividades pode vir a afetar a precisão dos alunos no uso da língua portuguesa, focando principalmente na concordância nominal e verbal. O projeto foi implementado para duas turmas de imersão de português da 4a série em um programa de imersão no estado de Utah. As descobertas revelam diferenças significativamente relevantes entre a avaliação previa e final no desempenho dos alunos e trazem implicações pedagógicas em relação ao método aplicado, embora, na ausência de um grupo de controle, os resultados devem ser interpretados com cautela.

Though learning content in a second language (L2) requires additional time, students in immersion classes are expected to keep up with the curricular pace of traditional classes. One possible way to secure sufficient time for both language and science content learning is to integrate language arts instruction with core curricular content. This action research study investigated the effectiveness of purposefully integrating literacy instruction with the Utah Core Standards for science with 53 fourth-grade French partial immersion students in Utah. The purpose of this study was to discover how such a model might affect students' French reading skills, science knowledge, and attitudes about their immersion experience. Findings revealed statistically significant differences between pre- and post-tests on some measures of student performance, and yielded pedagogical implications regarding the development of reading fluency, science proficiency, and student engagement.

Att en publik upplever en berättelse i reklamfilmen olika är en självklarhet och i dagens transmediala medievärld där så pass mycket reklamfilm publiceras på många olika plattformar blir det en labyrint för ingen mindre än medieproducenten. Vilket format man ska välja, och hur det förstärker eller förminskar berättelsen är en ständigt pågående diskussion. Syftet med denna studie var därför att undersöka vad som hände med handlingen när formatet ändrades till 1:1 och hur publiken uppfattade berättelsen då, när bilden beskurits från det bredare bildformatet till ett kvadratiskt bildformat. Studien undersöker bildformatets förhållande till plattformen Instagram, hur en publik upplever bildformatet och handlingen samt om de upplever någon skillnad på formatet 16:9 jämfört med 1:1. Studien har genomförts genom kvalitativa semi-strukturerade intervjuer med åtta deltagande informanter. Undersökningens resultat visade att den breda versionen i 16:9 uppfattades som mer professionell och cinematisk samt väckte intresse i flödet, medan det kvadratiska formatet 1:1 versionen snarare uppfattades som amatör-lik. Sammanfattningsvis resulterade analysen i att bildformatet 16:9 var bättre lämpad för storytelling-reklamfilm på Instagram

As Vygotsky (1986) concludes in his seminal work Thought and Language, “A word relates to consciousness as a living cell relates to a whole organism, as an atom relates to the universe. A word is a microcosm of human consciousness” (p. 246). Even without an in-depth understanding of science and only the most popular appreciation of the police procedural be it Sherlock Holmes or CSI, it is easy to see how a single cell can relate to the whole organism. But how can a word be a microcosm of human consciousness? The purpose of this study was to explore exactly that: premise, whether words reflect the lived experience of not only a person, but of a group of people, by documenting the lived experience of children in the phenomena of foreign language immersion in school (FLIIS). Using corpus linguistic techniques to analyze the nature of these children’s lexical development as well as the relationship of the perceptions of their fluency on their second language (L2) production, this study found that in order to understand the essence of what it means for a child to express him/herself fluently in his/her L2, one must understand how language functions as a transparent medium for these children and shift one’s thinking from an additive idea of language (L1, L2, L3) to the idea of interlingual consciousness.

The purpose of this paper is to investigate the entwined roles of schooling, family support and investment, and community contact in Heritage Language Learning (HLL), Heritage Language Maintenance (HLM) and identity formation among two groups of North American Latvians. One is made up of 49 teenagers at Gaŗezers language camp in Kalamazoo, Michigan. The other comprises 25 parents, other adult Latvian speakers and camp staff members. I explore differences and similarities among them by age, gender and self-stated national identity and language proficiency. Primary data consist of some 70 questionnaires completed by youths and adults and six 30- to 90-minute interviews conducted and transcribed by me. Six more were conducted via e-mail. Based on aggregate analysis of multiple-choice and short-answer questions, supplemented by participants’ individual responses to longer-form survey questions and to my questions during interviews, findings demonstrate a connection between self-stated national identity (Latvian, Latvian-American or Latvian-Canadian, or American or Latvian) and self-assessment of Latvian language proficiency among the youths. Among the adults, men were more likely to identify simply as Latvian than were women, and adults of both genders who identified as Latvian averaged slightly lower in self-assessment of proficiency, even though most of them grew up speaking Latvian at home. Additionally, my research shows a community proud of its HLM accomplishments alongside those of displaced peoples from other nations—a community now at home in North America, although 60 years ago members were determined to return to Latvia. Keywords: L2, Latvian heritage language revitalization, third space, lingua franca, language immersion, heritage language maintenance.

Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.

Over the past few years, video games have served as a catalyst for virtual reality (VR) technology to become more accessible to the average consumer, resulting in an increased interest in VR’s potential applications across several disciplines. To best capitalize on these applications, however, researchers require a thorough understanding of the user’s experience in virtual environments. And while many studies on VR experiences tend to focus on presence, video games offer another angle of approach: immersion. This study uses both qualitative and quantitative methods to examine the relationships between the VR experience of presence and the gaming experience of immersion. First, a focus group of individuals with VR gaming experience explored variables impacting presence. Then a survey questionnaire consisting of items from the multimodal presence scale (MPS), Jennett et al.’s (2008) immersion questionnaire, and the focus group was distributed online. Finally, the collected data was analyzed using factor analysis and linear regression to explore the relationships between presence and immersion. Results of the analysis identified involvement to be an important factor impacting a user’s perceived presence in a VR gaming experience.

In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs. The purpose of this case study is to identify leadership characteristics of three successful K-5 dual immersion principals and to understand the relationship of such characteristics to the student growth of Emergent Bilinguals (EBs). In the literature review, I present the theoretical framework of Bolman and Deal (2003), historical perspectives of immersion in the United States, learning perspectives in the area of dual language immersion, and leadership and student achievement. The research approach for this study is a case study design. The subjects for this study are experienced principals who are successful in terms of student achievement for EBs as measured by school performance exceeding their district performance average and that of comparison schools. To answer the research question about the characteristics of successful leaders of dual immersion schools, I conducted a qualitative study to include principal interviews, school document review, and teacher focus groups. As schools increase their focus on reducing racial inequities, how to reduce educational inequities among EBs must also be a focus. By understanding the characteristics of leaders who are successful with EBs, we can impact school district hiring practices, principal preparation programs, and district policies.

Jobs are available for university graduates with entrepreneurship skills, but unemployment in Morocco persists because of the dissociation between university entrepreneurship graduate skills and professional market demand. While university graduates have achieved academic standards, they have lacked the entrepreneurial attributes to be employable. The purpose of this case study was to explore the use of entrepreneurship learning initiatives at Université Internationale de Casablanca (UIC), a private for-profit university, to promote students' employability. The constructivism and learning paradigm frameworks served as the theoretical foundations of this project study. The research questions addressed the effectiveness of entrepreneurship learning strategies in the promotion of students' employment and self-employment and what challenged their implementation at UIC. Data were collected from 11 individual interviews with students, academic leaders, and business professionals and from accreditation application documents. The interviews were recorded, transcribed, and hand analyzed for the discovery of thematic codes. Results indicated that the implementation of a capstone project model could cultivate entrepreneurial student experience. It was recommended that comprehensive business plan capstone projects presented the opportunity of integrating experiential learning activities and assessment tools to develop the entrepreneurial mindset of undergraduate students and increase their affective attachment to the course and the university. Implications for social positive change included the use of entrepreneurship learning to foster internal collaboration among faculty, promote university external partnerships, and create an experiential learning environment that motivates students to learn and achieve professional immersion.