Learning context effects : study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners' language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language-more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners' linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as 'the most naturalistic' context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners

Enhancement of Water Transport and Microstructural Changes Induced by High-Intesity Ultrasound Application on Orange Peel Drying

The main aim of this work was to evaluate the effect of high-intensity ultrasound (US) on the drying kinetics of orange peel as well as its influence on the microstructural changes induced during drying. Convective drying kinetics of orange peel slabs were carried out at a relative humidity of 26.5±0.9%, 40 °C and 1 m/s with (AIR+US) and without (AIR) ultrasound application. In order to identify the US effect on water transport, drying kinetics were analyzed by taking the diffusion theory into account. Fresh, AIR and AIR+US dried samples were analyzed using Cryo-Scanning Electron Microscopy. Results showed that the drying kinetics of orange peel were significantly improved by US application, which involved a significant (p<0.05) improvement of mass transfer coefficient and effective moisture diffusivity. The effects on mass transfer properties were confirmed with microstructural observations. In the cuticle surface of flavedo, the pores were obstructed by the spread of the waxy components, this fact evidencing US effects on the air solid interfaces. Furthermore, the cells of the albedo were disrupted by US, as it created large intercellular air spaces facilitating water transfer through the tissue.The authors would like to acknowledge the financial support of MICINN and CEE (European Regional Development Fund) from projects Ref. DPI2009-14549-C04-04, PSE-060000-2009-003, and FP6-2004-FOOD-23140 HIGHQ RTE.García Pérez, JV.; Ortuño Cases, C.; Puig Gómez, CA.; Cárcel Carrión, JA.; Pérez Munuera, IM. (2012). Enhancement of Water Transport and Microstructural Changes Induced by High-Intesity Ultrasound Application on Orange Peel Drying. Food and Bioprocess Technology. 5(6):2256-2265. https://doi.org/10.1007/s11947-011-0645-0S2256226556Alandes, L., Perez-Munuera, I., Llorca, E., Quiles, A., & Hernando, I. (2009). Use of calcium lactate to improve structure of “Flor de Invierno” fresh-cut pears. Postharvest Biology and Technology, 53(3), 145–151.Anagnostopoulou, M. A., Kefalas, P., Papageorgiou, V. P., Assimopoulou, A. N., & Boskou, D. (2006). Radical scavenging activity of various extracts and fractions of sweet orange peel (Citrus sinensis). Food Chemistry, 94(1), 19–25.AOAC. (1997). Official methods of analysis. Arlington: Association of Official Analytical Chemist.Arslan, D., Özcan, M. M. (2011). Evaluation of drying methods with respect to drying kinetics, mineral content, and color characteristics of savory leaves. Food and Bioprocess Technology. doi: 10.1007/s11947-010-0498-y , in press.Cárcel, J. A., Garcia-Perez, J. V., Riera, E., & Mulet, A. (2007). Influence of high intensity ultrasound on drying kinetics of persimmon. Drying Technology, 25(1), 185–193.Chafer, M., Gonzalez-Martinez, C., Chiralt, A., & Fito, P. (2003). Microstructure and vacuum impregnation response of citrus peles. Food Research International, 36(1), 35–41.Chau, C., Sheu, F., Huang, Y., & Su, L. (2005). Improvement in intestinal function and health by the peel fibre derived from Citrus sinensis L cv Liucheng. Journal of the Science of Food & Agriculture, 85(7), 1211–1216.Crank J. (1975). The Mathematics of diffusion. Oxford (2nd ed.), UK: Clarendon Press.Cruz, R. M. S., Vieira, M. C., Fonseca, S. C., Silva, C. L. M. (2010). Impact of thermal blanching and thermosonication treatments on watercress (Nasturtium officinale) quality: thermosonication process optimization and microstructure evaluation. Food and Bioprocess Technology. doi: 10.1007/s11947-009-0220-0 , in press.Delgado, A. E., Zheng, L., & Sun, D.-W. (2010). Influence of ultrasound on freezing rate of immersion-frozen apples. Food and Bioprocess Technology, 2(3), 263–270.FAOSTAT (2010). FAO Statistical Databases. Food and Agriculture of the United Nations. Available at: http://faostat.fao.org/site/291/default.aspx . Accessed 15 January 2010.Fernandes, F. A. N., Gallao, M. I., & Rodrigues, S. (2008a). Effect of osmotic dehydration and ultrasound pre-treatment on cell structure: Melon dehydration. Food Science and Technology, 41(4), 604–610.Fernandes, F. A. N., Oliveira, F. I. P., & Rodrigues, S. (2008b). Use of ultrasound for dehydration of papayas. Food and Bioprocess Technology, 1(4), 339–345.Gabaldon-Leyva, C. A., Quintero-Ramos, A., Barnard, J., Balandrán-Quintana, R., Talamás-Abbud, R., & Jiménez-Castro, J. (2007). Effect of ultrasound on the mass transfer and physical changes in brine bell pepper at different temperatures. Journal of Food Engineering, 81(2), 374–379.Gallego-Juárez, J. A. (1998). Some applications of air-borne power ultrasound to food processing. In M. J. W., Povey, T. J. Mason (Eds.), Ultrasound in Food Processing. UK: London, Chapman & Hall.Gallego-Juárez, J. A., Rodríguez-Corral, G., Gálvez-Moraleda, J. C., & Yang, T. S. (1999). A new high intensity ultrasonic technology for food dehydration. Drying Technology, 17(3), 597–608.Garau, M. C., Simal, S., Femenia, A., & Rosselló, C. (2006). Drying of orange skin: drying kinetics modelling and functional properties. Journal of Food Engineering, 75(2), 288–295.Garau, M. C., Simal, S., Rossello, C., & Femenia, A. (2007). Effect of air-drying temperature on physico-chemical properties of dietary fibre and antioxidant capacity of orange (Citrus aurantium v. Canoneta) by-products. Food Chemistry, 104(3), 1014–1024.Garcia-Perez, J. V., Cárcel, J. A., De la Fuente, S., & Riera, E. (2006). Ultrasonic drying of foodstuff in a fluidized bed. Parametric study. Ultrasonics, 44, 539–543.Garcia-Perez, J. V., Cárcel, J. A., Benedito, J., & Mulet, A. (2007). Power ultrasound mass transfer enhancement in food drying. Food and Bioproducts Proccessing, 85(3), 247–254.Guiné, R. P. F., Henrriques, F., Barroca, M. J. (2010). Mass transfer coefficients for the drying of pumpkin (Cucurbita moschata) and dried product quality. Food and Bioprocess Technology. doi: 10.1007/s11947-009-0275 , in press.Khalloufi, S., Almeida-Rivera, C., & Bongers, P. (2009). A theoretical model and its experimental validation to predict the porosity as a function of shrinkage and collapse phenomena during drying. Food Research International, 42(8), 1122–1130.Larrauri, J. A., Rupérez, P., Bravo, L., & Saura-Calixto, F. (1996). High dietary fibre powders from orange and lime peels: associated polyphenols and antioxidant capacity. Food Research International, 29(8), 757–762.Mujumdar, A. S., & Law, C. L. (2010). Drying technology: trends and applications in postharvest processing. Food and Bioprocess Technology, 3(6), 843–852.Mulet, A., Blasco, M., García-Reverter, J., & Garcia-Perez, J. V. (2005). Drying kinetics of Curcuma longa rhizomes. Journal of Food Science, 7(5), 318–323.Oliveira, F. I. P., Gallao, M. 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Simulation of the drying curves of a meat-based product: effect of the external resistance to mass transfer. Journal of Food Engineering, 58(2), 193–199.Singh, R. P., & Heldman, D. R. (2001). Introduction to Food Engineering. Academic Press (3rd ed.): San Diego.Toma, M., Vinatoru, M., Paniwnyk, L., & Mason, T. J. (2001). Investigation of the effects of ultrasound on vegetal tissues during solvent extraction. Ultrasonics Sonochemistry, 8(2), 137–142

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire