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This study explores the collaboration between Chinese and English partner teachers in a Chinese immersion school. They demonstrated commitment, communication, and collaboration, emphasizing student success. They bridged the curriculum by identifying shared standards, essential questions, and assessments, ensuring coherence across Chinese and English instruction. Pedagogical translanguaging strategies were employed, leveraging multilingual resources and encouraging cross-linguistic transfer. Students utilized their linguistic repertoire in meaningful ways, resulting in deeper content knowledge and language development. The study highlights students' positive experiences, recognizing the relevance of both languages and fostering bilingual identities. These findings emphasize the importance of translanguaging practices and the creation of flexible, multilingual spaces through collaborative planning to enhance content and language integration in immersion education.

Many language learners lack the motivation to read complex texts. Because high-immersion Virtual Reality (VR) is increasingly reported to be highly motivating, the goal of our study was to compare English as a Second Language (ESL) learners' (N=79) motivation while reading a story with subtitles in VR (experimental group) versus reading the same story screencast in two-dimensions (2D -- control group). The Wilcoxon signed-rank test revealed that learners' motivation in VR was significantly higher compared with the control group. Our finding confirmed that VR is highly motivational in the context of reading foreign texts and can be useful for Computer Assisted Language Learning (CALL) researchers, practitioners, and instructional designers. This analysis is a part of a larger study (Kaplan-Rakowski & Gruber, 2023) on VR facilitating reading tasks. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Computer-mediated communication tools facilitate international collaboration projects between foreign language learners and peers abroad (O'Dowd, 2018). Social Virtual Reality (VR) applications allow for synchronous interactions and task-based communication in which learners can experience telepresence and immersion and conversate in a foreign language. Based on previous pilot experiences (Jauregi-Ondarra, Gruber, & Canto, 2020, 2021), this Virtual Exchange (VE) project aims to investigate how the specific affordances of Social High-immersion VR (SHiVR) in conjunction with designed tasks influence interaction patterns, and learning episodes. The VE took place between two groups of university students in the Netherlands (N=15) and Cyprus (N=14) through SHiVR in March 2022. The main aims of the tasks were to raise student intercultural awareness, stimulate task-based communication processes using English as a lingua franca and digital pedagogical competences of language education students. Different sources of data were gathered and analysed. In this paper, we describe and present the pedagogical experience and the initial results. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Virtual Reality (VR) offers language learners a valuable environment for practicing language skills and other aspects essential for language development, interaction, and negotiation of meaning. For example, speaking practice in VR using avatars can reduce speaking anxiety and increase users' sense of agency. Social spaces in VR present possibilities for verbal and nonverbal communication. This conceptual paper discusses the advantages and drawbacks of both types of communication in high-immersion VR and the implications for language learners. Language learners rely on multiple modes of communication, including nonverbal behavior such as gestures. However, VR often lacks behavioral anthropomorphism, i.e. when an avatar cannot speak, move, or act in a human-like way, which may negatively impact communication, especially at beginner level. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

As two-way immersion (TWI) programs continue to grow in the U.S., it is urgent that teachers counter deficit ideologies about bilingual children who come marginalized backgrounds. Neoliberalism ideologies have contributed to the growth of TWI programs because parents from mostly white and upper middle-class backgrounds see the economic/global advantage in their children becoming bilingual (Valdez, et al, 2016). This paper examines one teacher's interpretation of a gentrifying TWI program. Data includes researcher fieldnotes, memos, video/audio recordings and informal interviews over the course of 6 weeks in a 3rd grade classroom. Drawing from a Xicana feminist framework, allows us to consider how Latinx teachers have the potential to draw from their identity and experiences to advocate for equitable TWI programs.

Fiber-reinforced polymer composites have been used for various applications. There is increasing interest in the study of the seawater immersion effect of these materials. In this research, the alteration of tensile and shear behavior properties due to seawater absorption of the immersed Kevlar/Vinyl ester composite was evaluated. The composite materials were manufactured using vacuum assisted infusion method. ASTM D3039 and ASTM D5379 were used as the standards for tensile and shear tests. Tensile and shear performances were evaluated before and after immersion in seawater for 11 days. The experimental results show that tensile strength decreased by 7.5% from an average value of 421.18 MPa to 389.27 MPa. Whereas, the shear strength decreased by 1.6% from an average value of 14.6 MPa to 14.46 MPa. [ABSTRACT FROM AUTHOR]

Electric vehicles are environmentally friendly vehicles because they do not produce exhaust gas or carbon emissions. Of the several types of batteries, lithium-ion is a type of battery that is generally used in electric vehicles. When an electric vehicle operates, the battery will produce heat, when the battery temperature is high, this can result in the performance of the battery decreasing and can even be exploded. Therefore, a method is needed to control the temperature of the battery. This article will discuss several types of methods of battery thermal management system, one of which is direct or immersion liquid cooling. In this method, the battery can make direct contact with the fluid as its cooling. Increasing the fluid flow rate can also increase the performance of the cooling fluid, but under certain conditions, this does not happen. With this article, it is hoped that it can help academics and industry in developing better electric vehicles. [ABSTRACT FROM AUTHOR]

In December 2019, the World Health Organization (WHO) China Country Office reported a case of pneumonia of unknown etiology in Wuhan City, Hubei Province, China. The spread of the COVID-19 virus has also reached the territory of Indonesia. In Indonesia itself, the Government's efforts to deal with this virus have been carried out, namely by forming a COVID-19 Task Force (Covid-19 Task Force) which has several programs, one of which is spraying disinfectants on various roads throughout Indonesia. This study aims to determine the effect of liquid disinfectant immersion on the characteristics of HRS-WC in the Marshall test. There are two treatments, namely the manufacture of normal mixed test specimens, and specimens immersed in disinfectant liquid. For the treatment of specimens immersed in disinfectant liquid, immersion was carried out with concentration variations of 100% liquid disinfectant, 75% liquid disinfectant+25% water, 50% liquid disinfectant+50% water, and 25% liquid disinfectant+75% water and variations in immersion time of 1, 2 and 3 minutes. The results showed that the effect of the length of the immersion time for each disinfectant variation on the optimum asphalt content, namely asphalt content of 7%, reduced the characteristics at normal levels with the largest decrease occurring in immersion with 100% disinfectant content with the immersion time of 3 minutes. This indicates that disinfectant variations and immersion time have a negative effect on asphalt quality. [ABSTRACT FROM AUTHOR]