O trabalho consiste na construção de modelos de ensino-aprendizagem de conteúdo linguístico e nãolinguístico de modo integrado nas séries iniciais do Ensino Fundamental. O processo de construção é orientado: 1) pelo arcabouço teórico, representado pela análise de documentos relacionados ao currículo das séries iniciais e do ensino de línguas adicionais na escola segundo documentos nacionais, bem como pela análise de pesquisas relacionadas a ensino de línguas adicionais para crianças e 2) pela investigação bibliográfica sistemática sobre abordagens integradoras de ensino de língua e de conteúdo: Content-Based Instruction (CBI), Content and Based Integrated Learning (CLIL) e English as a Medium of Instruction (EMI). A análise de artigos publicados nos últimos cinco anos sobre aplicações dessas abordagens em contextos escolares e acadêmicos se centra em torno de duas categorias de análise: integração entre conteúdo linguístico e não-linguístico e postura interdisciplinar (FAZENDA, 1993; SCHLATTER; GARCEZ, 2012). São quatro perguntas de pesquisa: 1) Como as três abordagens são definidas? 2) Como aparece a integração entre conteúdo linguístico e não-linguístico nas práticas de ensino? 3) Como essas práticas ocorrem nas séries iniciais do Ensino Fundamental (do primeiro ao quinto ano)? 4) Como docentes estabelecem uma postura interdisciplinar? A partir desse levantamento, foram elaborados modelos de planejamento integrado para o contexto brasileiro, orientados a partir dos elementos que caracterizam as abordagens integradoras e as concepções de ensino-aprendizagem de linguagens comuns encontradas nos documentos orientadores nacionais: concepção sociointeracional de aprendizagem e de língua, língua como instrumento e objeto de ensino e integração entre objetos de ensino não linguísticos e linguísticos – por meio de temáticas transversais, processos cognitivos de alta ordem, tarefas, sequências e projetos. Como resultado, são apresentados quatro modelos: o primeiro e o segundo focam na atuação no ciclo de alfabetização por meio de histórias infantis e de práticas relacionadas a disciplinas; o terceiro e o quarto, na atuação em quarto e quinto ano por meio de gêneros textuais e práticas relacionadas às disciplinas com tarefas de produção escrita em língua adicional. / This dissertation is a bibliographic research about language and content integrated approaches: Content-Based Instruction (CBI), Content and Based Integrated Learning (CLIL) and English as a Medium of Instruction (EMI). The research tools used are Portal de Periodicos da CAPES and national journals rated from A1 to B2 according to Qualis-CAPES. The analysis of the papers about the application of these approaches in academic contexts published during the last five years focuses on two categories: integration between linguistic and non-linguistic content and interdisciplinary attitude (FAZENDA, 1993; SCHLATTER; GARCEZ, 2012). The research questions are: What is the definition of the approaches? How does integration between linguistic and non-linguistic content happen during the teaching practices? How do these practices occur in the first years of schooling (primary education)? How do teachers establish interdisciplinary attitudes? Frameworks for integrated planning are presented, providing the teachers with ways to plan cooperatively during primary education, with principles that rely on the answers found. In order to accomplish that, the theoretical background explores: 1) the child (and their development) as subject of the teaching and learning process; 2) a description of primary education in Brazil according to national documents and 3) the challenges and accomplishments of the studies about teaching children additional languages in the Applied Linguistics field The results consists of four frameworks for planning: the first and the second focus on the literacy cycle of primary education (first, second and third grades) through children’s stories and disciplinary content; the third and the fourth aim at the two last years of this level, through genre-based teaching (ROCHA, 2009) and course content. The frameworks are structured based on the features of the integrated approaches and the characteristics of primary education and teaching children additional languages: social interactionist conception of learning and languages, language as a tool of learning and as an object of teaching, and integration between linguistic and non-linguistic objects of teaching – through crossdisciplinary themes, higher-order cognitive processes, tasks, sequences and projects.

O trabalho consiste na construção de modelos de ensino-aprendizagem de conteúdo linguístico e nãolinguístico de modo integrado nas séries iniciais do Ensino Fundamental. O processo de construção é orientado: 1) pelo arcabouço teórico, representado pela análise de documentos relacionados ao currículo das séries iniciais e do ensino de línguas adicionais na escola segundo documentos nacionais, bem como pela análise de pesquisas relacionadas a ensino de línguas adicionais para crianças e 2) pela investigação bibliográfica sistemática sobre abordagens integradoras de ensino de língua e de conteúdo: Content-Based Instruction (CBI), Content and Based Integrated Learning (CLIL) e English as a Medium of Instruction (EMI). A análise de artigos publicados nos últimos cinco anos sobre aplicações dessas abordagens em contextos escolares e acadêmicos se centra em torno de duas categorias de análise: integração entre conteúdo linguístico e não-linguístico e postura interdisciplinar (FAZENDA, 1993; SCHLATTER; GARCEZ, 2012). São quatro perguntas de pesquisa: 1) Como as três abordagens são definidas? 2) Como aparece a integração entre conteúdo linguístico e não-linguístico nas práticas de ensino? 3) Como essas práticas ocorrem nas séries iniciais do Ensino Fundamental (do primeiro ao quinto ano)? 4) Como docentes estabelecem uma postura interdisciplinar? A partir desse levantamento, foram elaborados modelos de planejamento integrado para o contexto brasileiro, orientados a partir dos elementos que caracterizam as abordagens integradoras e as concepções de ensino-aprendizagem de linguagens comuns encontradas nos documentos orientadores nacionais: concepção sociointeracional de aprendizagem e de língua, língua como instrumento e objeto de ensino e integração entre objetos de ensino não linguísticos e linguísticos – por meio de temáticas transversais, processos cognitivos de alta ordem, tarefas, sequências e projetos. Como resultado, são apresentados quatro modelos: o primeiro e o segundo focam na atuação no ciclo de alfabetização por meio de histórias infantis e de práticas relacionadas a disciplinas; o terceiro e o quarto, na atuação em quarto e quinto ano por meio de gêneros textuais e práticas relacionadas às disciplinas com tarefas de produção escrita em língua adicional. / This dissertation is a bibliographic research about language and content integrated approaches: Content-Based Instruction (CBI), Content and Based Integrated Learning (CLIL) and English as a Medium of Instruction (EMI). The research tools used are Portal de Periodicos da CAPES and national journals rated from A1 to B2 according to Qualis-CAPES. The analysis of the papers about the application of these approaches in academic contexts published during the last five years focuses on two categories: integration between linguistic and non-linguistic content and interdisciplinary attitude (FAZENDA, 1993; SCHLATTER; GARCEZ, 2012). The research questions are: What is the definition of the approaches? How does integration between linguistic and non-linguistic content happen during the teaching practices? How do these practices occur in the first years of schooling (primary education)? How do teachers establish interdisciplinary attitudes? Frameworks for integrated planning are presented, providing the teachers with ways to plan cooperatively during primary education, with principles that rely on the answers found. In order to accomplish that, the theoretical background explores: 1) the child (and their development) as subject of the teaching and learning process; 2) a description of primary education in Brazil according to national documents and 3) the challenges and accomplishments of the studies about teaching children additional languages in the Applied Linguistics field The results consists of four frameworks for planning: the first and the second focus on the literacy cycle of primary education (first, second and third grades) through children’s stories and disciplinary content; the third and the fourth aim at the two last years of this level, through genre-based teaching (ROCHA, 2009) and course content. The frameworks are structured based on the features of the integrated approaches and the characteristics of primary education and teaching children additional languages: social interactionist conception of learning and languages, language as a tool of learning and as an object of teaching, and integration between linguistic and non-linguistic objects of teaching – through crossdisciplinary themes, higher-order cognitive processes, tasks, sequences and projects.

O trabalho consiste na construção de modelos de ensino-aprendizagem de conteúdo linguístico e nãolinguístico de modo integrado nas séries iniciais do Ensino Fundamental. O processo de construção é orientado: 1) pelo arcabouço teórico, representado pela análise de documentos relacionados ao currículo das séries iniciais e do ensino de línguas adicionais na escola segundo documentos nacionais, bem como pela análise de pesquisas relacionadas a ensino de línguas adicionais para crianças e 2) pela investigação bibliográfica sistemática sobre abordagens integradoras de ensino de língua e de conteúdo: Content-Based Instruction (CBI), Content and Based Integrated Learning (CLIL) e English as a Medium of Instruction (EMI). A análise de artigos publicados nos últimos cinco anos sobre aplicações dessas abordagens em contextos escolares e acadêmicos se centra em torno de duas categorias de análise: integração entre conteúdo linguístico e não-linguístico e postura interdisciplinar (FAZENDA, 1993; SCHLATTER; GARCEZ, 2012). São quatro perguntas de pesquisa: 1) Como as três abordagens são definidas? 2) Como aparece a integração entre conteúdo linguístico e não-linguístico nas práticas de ensino? 3) Como essas práticas ocorrem nas séries iniciais do Ensino Fundamental (do primeiro ao quinto ano)? 4) Como docentes estabelecem uma postura interdisciplinar? A partir desse levantamento, foram elaborados modelos de planejamento integrado para o contexto brasileiro, orientados a partir dos elementos que caracterizam as abordagens integradoras e as concepções de ensino-aprendizagem de linguagens comuns encontradas nos documentos orientadores nacionais: concepção sociointeracional de aprendizagem e de língua, língua como instrumento e objeto de ensino e integração entre objetos de ensino não linguísticos e linguísticos – por meio de temáticas transversais, processos cognitivos de alta ordem, tarefas, sequências e projetos. Como resultado, são apresentados quatro modelos: o primeiro e o segundo focam na atuação no ciclo de alfabetização por meio de histórias infantis e de práticas relacionadas a disciplinas; o terceiro e o quarto, na atuação em quarto e quinto ano por meio de gêneros textuais e práticas relacionadas às disciplinas com tarefas de produção escrita em língua adicional. / This dissertation is a bibliographic research about language and content integrated approaches: Content-Based Instruction (CBI), Content and Based Integrated Learning (CLIL) and English as a Medium of Instruction (EMI). The research tools used are Portal de Periodicos da CAPES and national journals rated from A1 to B2 according to Qualis-CAPES. The analysis of the papers about the application of these approaches in academic contexts published during the last five years focuses on two categories: integration between linguistic and non-linguistic content and interdisciplinary attitude (FAZENDA, 1993; SCHLATTER; GARCEZ, 2012). The research questions are: What is the definition of the approaches? How does integration between linguistic and non-linguistic content happen during the teaching practices? How do these practices occur in the first years of schooling (primary education)? How do teachers establish interdisciplinary attitudes? Frameworks for integrated planning are presented, providing the teachers with ways to plan cooperatively during primary education, with principles that rely on the answers found. In order to accomplish that, the theoretical background explores: 1) the child (and their development) as subject of the teaching and learning process; 2) a description of primary education in Brazil according to national documents and 3) the challenges and accomplishments of the studies about teaching children additional languages in the Applied Linguistics field The results consists of four frameworks for planning: the first and the second focus on the literacy cycle of primary education (first, second and third grades) through children’s stories and disciplinary content; the third and the fourth aim at the two last years of this level, through genre-based teaching (ROCHA, 2009) and course content. The frameworks are structured based on the features of the integrated approaches and the characteristics of primary education and teaching children additional languages: social interactionist conception of learning and languages, language as a tool of learning and as an object of teaching, and integration between linguistic and non-linguistic objects of teaching – through crossdisciplinary themes, higher-order cognitive processes, tasks, sequences and projects.

There is growing concern that current toxicological test methods are too slow and expensive to evaluate the safety of the thousands of chemicals in the Canadian economy. In this thesis, a novel zebrafish embryo test, with integrated behaviour, energy expenditure and gene transcription assays, was used to assess the hazard of a diverse suite of 29 chemicals. I hypothesized that points of departure (PODs) from the integrated test would be protective of the long-term toxic effects of these chemicals. I found that: 1) integrating alternative test methods enhanced the sensitivity of the zebrafish embryo acute toxicity (FET) test, 2) integrated results provided a holistic understanding of potential mechanisms of action and effects, and 3) transcriptional PODs were protective of PODs from traditional long-term and short-term juvenile and adult fish toxicity tests reported in the literature. This integrated zebrafish embryo test is a sensitive, informative and protective chemical hazard screening tool.

Despite recognition that reductions in fossil-fuel usage are necessary to reduce environmental harm, energy consumption continues to rise globally. There is a growing need to understand how to effectively influence individuals to reduce their energy consumption, particularly of fossil-fuels. Pro-environmental behaviour is the subset of consumer behaviour that is oriented towards reducing environmental impact compared to other options. It is widely agreed that due to a multiplicity of influencers, pro-environmental behaviour is best analysed using an integrated approach that allows the inclusion of different disciplinary perspectives, and seeks to identify the most important influences in the system under study. This dissertation sought to address the broader challenge of how to better design programs and policies that result in behaviour that is more sustainable. The objective of this dissertation was to assess the importance and effects of program structure and advice-giving on the pro-environmental behaviour of participating in a home energy evaluation program that encouraged homeowners to implement energy efficiency retrofits. Program structure was defined as the combination of the price of the evaluation, the financial reward structure, the level of government support, and the focus on influencing eight specific decisions within a specified timeframe. Advice-giving occurred during the initial evaluation with a home energy advisor and with the delivery of the report that contained a set of recommendations. A convergent mixed methods research design was employed to assess the relative importance of the two factors on participation and advice-following, where advice-following was considered as the matching of decisions to recommendations. The quantitative dataset was made up of files that detailed the 13,429 initial and the 6,123 follow-up evaluations conducted by advisors of the Residential Energy Efficiency Project (REEP) in the Region of Waterloo between 1999 and 2011. The qualitative data were gathered through 12 interviews with home energy advisors, eight of whom had worked for REEP and had conducted more than half of the home energy evaluations contained in the quantitative dataset. A natural quasi-experimental intervention that measured self-selection in response to varying program structure was employed to examine for variations in participation, material characteristics of houses, recommendations, and advice-following. To extend our understanding of the process of participation and decision making patterns, other analyses focused on relationships between the number of recommendations, the time between initial and follow-up evaluations, the number and types of decisions made, and the prioritization of decisions. The interviews assessed for differences in styles of advice-giving, and for their impact through comparison with the quantitative data that detailed the recommendations and decisions taken by the homeowners. The results of the effects of both factors were interpreted jointly and compared to previous studies about REEP or the EnerGuide for Houses and program as it was delivered nationally. This dissertation confirmed that an integrated approach to examining pro-environmental behaviour is supported as a useful framework for analysis. The findings support a process-based definition of pro-environmental behaviour as a useful model and form of integration. A convergent mixed methods research design is supported as a valuable and rigorous approach to examine the impact of various influences simultaneously. The delineation of multiple stages in the decision making process greatly enhanced the quality of analyses and findings. The two main factors of program structure and advice-giving affected advice-following. One factor influenced the other, as the program structure affected the receptiveness of homeowners as perceived by advisors, which affected advice-giving. The findings support the importance of both behaviourist and social learning approaches in influencing pro-environmental behaviour, and that their importance varies depending on the stage of the decision process. The findings show that behaviourist interventions, such as the program structure, were associated with variations in participation, and that different subsets of the population of houses from the Region of Waterloo were attracted to the different program structures. Indeed, in each program structure, the decision to return was influenced by different decisions. A critical finding of this study was that these programs were not sufficient to alter the path dependence of energy consumption or of energy systems as the program participants usually did not implement the most effective retrofits, and if they did, the retrofits did not achieve adequate depth of reductions to energy consumption in a timely manner. According to the home energy advisors, many homeowners had pre-conceived ideas upon entering the program of replacing their heating systems and windows. The interpretation of the qualitative and quantitative data showed that these intentions were often not altered, particularly in the case of windows, the decision that advisors believed to be the least effective of energy decisions.

Despite recognition that reductions in fossil-fuel usage are necessary to reduce environmental harm, energy consumption continues to rise globally. There is a growing need to understand how to effectively influence individuals to reduce their energy consumption, particularly of fossil-fuels. Pro-environmental behaviour is the subset of consumer behaviour that is oriented towards reducing environmental impact compared to other options. It is widely agreed that due to a multiplicity of influencers, pro-environmental behaviour is best analysed using an integrated approach that allows the inclusion of different disciplinary perspectives, and seeks to identify the most important influences in the system under study. This dissertation sought to address the broader challenge of how to better design programs and policies that result in behaviour that is more sustainable. The objective of this dissertation was to assess the importance and effects of program structure and advice-giving on the pro-environmental behaviour of participating in a home energy evaluation program that encouraged homeowners to implement energy efficiency retrofits. Program structure was defined as the combination of the price of the evaluation, the financial reward structure, the level of government support, and the focus on influencing eight specific decisions within a specified timeframe. Advice-giving occurred during the initial evaluation with a home energy advisor and with the delivery of the report that contained a set of recommendations. A convergent mixed methods research design was employed to assess the relative importance of the two factors on participation and advice-following, where advice-following was considered as the matching of decisions to recommendations. The quantitative dataset was made up of files that detailed the 13,429 initial and the 6,123 follow-up evaluations conducted by advisors of the Residential Energy Efficiency Project (REEP) in the Region of Waterloo between 1999 and 2011. The qualitative data were gathered through 12 interviews with home energy advisors, eight of whom had worked for REEP and had conducted more than half of the home energy evaluations contained in the quantitative dataset. A natural quasi-experimental intervention that measured self-selection in response to varying program structure was employed to examine for variations in participation, material characteristics of houses, recommendations, and advice-following. To extend our understanding of the process of participation and decision making patterns, other analyses focused on relationships between the number of recommendations, the time between initial and follow-up evaluations, the number and types of decisions made, and the prioritization of decisions. The interviews assessed for differences in styles of advice-giving, and for their impact through comparison with the quantitative data that detailed the recommendations and decisions taken by the homeowners. The results of the effects of both factors were interpreted jointly and compared to previous studies about REEP or the EnerGuide for Houses and program as it was delivered nationally. This dissertation confirmed that an integrated approach to examining pro-environmental behaviour is supported as a useful framework for analysis. The findings support a process-based definition of pro-environmental behaviour as a useful model and form of integration. A convergent mixed methods research design is supported as a valuable and rigorous approach to examine the impact of various influences simultaneously. The delineation of multiple stages in the decision making process greatly enhanced the quality of analyses and findings. The two main factors of program structure and advice-giving affected advice-following. One factor influenced the other, as the program structure affected the receptiveness of homeowners as perceived by advisors, which affected advice-giving. The findings support the importance of both behaviourist and social learning approaches in influencing pro-environmental behaviour, and that their importance varies depending on the stage of the decision process. The findings show that behaviourist interventions, such as the program structure, were associated with variations in participation, and that different subsets of the population of houses from the Region of Waterloo were attracted to the different program structures. Indeed, in each program structure, the decision to return was influenced by different decisions. A critical finding of this study was that these programs were not sufficient to alter the path dependence of energy consumption or of energy systems as the program participants usually did not implement the most effective retrofits, and if they did, the retrofits did not achieve adequate depth of reductions to energy consumption in a timely manner. According to the home energy advisors, many homeowners had pre-conceived ideas upon entering the program of replacing their heating systems and windows. The interpretation of the qualitative and quantitative data showed that these intentions were often not altered, particularly in the case of windows, the decision that advisors believed to be the least effective of energy decisions.