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Due to the growing status of English as the language of international communication, English immersion programs have been on the rise in China and the rest of the world. Though there has been much discussion on the theoretical and practical characteristics and features of immersion, current models are not adequate for explaining the language-driven English immersion programs in the English as a Foreign Language (EFL) context such as China. Drawing on interviews, observations and documentary data and test scores gathered during a longitudinal study of a public-funded foreign languages school in China, this paper reports on a Sino-Canadian collaborative educational program and concludes that in addition to exhibiting most of the core features of immersion programs suggested by Swain and Johnson (1997), the program revealed several noteworthy emerging characteristics. The study argues for the importance of re-contextualizing Swain and Johnson's model of immersion to address the local social, cultural and educational contexts as more and more schools are adopting this model of language-driven bilingual education in China.

In mainland China, most ethnic minority students today face the challenge of learning three languages in schools, namely, their home language (L1), Mandarin Chinese (L2) and a foreign language, usually English (L3). Research into trilingual education for minority groups has been most active since the turn of the twenty-first century. This paper offers an overview of recent research, depicting major models adopted by minority schools and the contextual factors leading to the models in various minority regions in China. The paper begins with an account of "state" policies relevant to language provision for minority groups in China, which is followed by a discussion of the outcomes and models of trilingual education. A critical analysis is then made of contextual factors such as ethnolinguistic vitality, history, economy, geopolitics and the changing status of the three languages that affect trilingual education for minority groups. The paper argues that language policymaking in different domains including "families, schools, regions and the state" should be informed by research evidence on practical models that are effective in meeting the cognitive and affective needs of children from ethnic minority backgrounds.

Due to the growing status of English as the language of international communication, English immersion programs have been on the rise in China and the rest of the world. Though there has been much discussion on the theoretical and practical characteristics and features of immersion, current models are not adequate for explaining the language-driven English immersion programs in the English as a Foreign Language (EFL) context such as China. Drawing on interviews, observations and documentary data and test scores gathered during a longitudinal study of a public-funded foreign languages school in China, this paper reports on a Sino-Canadian collaborative educational program and concludes that in addition to exhibiting most of the core features of immersion programs suggested by Swain and Johnson (1997), the program revealed several noteworthy emerging characteristics. The study argues for the importance of re-contextualizing Swain and Johnson's model of immersion to address the local social, cultural and educational contexts as more and more schools are adopting this model of language-driven bilingual education in China. [ABSTRACT FROM AUTHOR]

In mainland China, most ethnic minority students today face the challenge of learning three languages in schools, namely, their home language (L1), Mandarin Chinese (L2) and a foreign language, usually English (L3). Research into trilingual education for minority groups has been most active since the turn of the twenty-first century. This paper offers an overview of recent research, depicting major models adopted by minority schools and the contextual factors leading to the models in various minority regions in China. The paper begins with an account ofstatepolicies relevant to language provision for minority groups in China, which is followed by a discussion of the outcomes and models of trilingual education. A critical analysis is then made of contextual factors such as ethnolinguistic vitality, history, economy, geopolitics and the changing status of the three languages that affect trilingual education for minority groups. The paper argues that language policymaking in different domains includingfamilies, schools, regions and the stateshould be informed by research evidence on practical models that are effective in meeting the cognitive and affective needs of children from ethnic minority backgrounds. [ABSTRACT FROM AUTHOR]

A snapshot imaging spectrometer is a powerful tool for dynamic target tracking and real-time recognition compared with a scanning imaging spectrometer. However, all the current snapshot spectral imaging techniques suffer from a major trade-off between the spatial and spectral resolutions. In this paper, an integral field snapshot imaging spectrometer (TIF-SIS) with a continuously tunable spatial-spectral resolution and light throughput is proposed and demonstrated. The proposed TIF-SIS is formed by a fore optics, a lenslet array, and a collimated dispersive subsystem. Theoretical analyses indicate that the spatial-spectral resolution and light throughput of the system can be continuously tuned through adjusting the F number of the fore optics, the rotation angle of the lenslet array, or the focal length of the collimating lens. Analytical relationships between the spatial and spectral resolutions and the first-order parameters of the system with different geometric arrangements of the lenslet unit are obtained. An experimental TIF-SIS consisting of a self-fabricated lenslet array with a pixelated scale of 100×100 and a fill factor of 0.716 is built. The experimental results show that the spectral resolution of the system can be steadily improved from 4.17 to 0.82 nm with a data cube ( N x × N y × N λ ) continuously tuned from 35×35×36 to 40×40×183 in the visible wavelength range from 500 to 650 nm, which is consistent with the theoretical prediction. The proposed method for real-time tuning of the spatial-spectral resolution and light throughput opens new possibilities for broader applications, especially for recognition of things with weak spectral signature and biomedical investigations where a high light throughput and tunable resolution are needed.