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sio
No
.3 24-26
abril 2019
Conferencia Internacional de Lenguas Extranjeras, Comunicación y Cultura (WEFLA)
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Estimados colegas:
Reciba la más cordial bienvenida a la XIII Conferencia Internacional
sobre Lenguas Comunicación y Cultura, WEFLA 2019 que también acoge
al XIII Seminario Internacional sobre Estudios Canadienses. Precisamente
hoy, al dejar inaugurada esta nueva edición de WEFLA, estamos abriendo
puertas a nuevas jornadas de trabajo e intercambio, reafirmando a
nuestra conferencia como un espacio de encuentro, diálogo y debate de
las mejores experiencias en las temáticas convocadas. En esta ocasión
sesionamos en el marco de la 9na Conferencia Científica Internacional
de la Universidad de Holguín. Estamos orgullosos de ofrecer este espacio
y de que el mismo sea acogido por colegas que vienen de varias partes
del mundo. Entre nosotros se encuentran estudiantes, académicos
y otros especialistas de diversos orígenes y nacionalidades: México,
Colombia, Puerto Rico, Argentina, Ecuador, Marruecos, España, Barbados,
Reino Unido, Austria, Argelia, Jordania, Estados Unidos y Canadá, las
delegaciones más numerosas que nos acompañan, así como una nutrida
representación de las universidades cubanas: la Universidad de la Habana,
la CUJAE, la Universidad de Cienfuegos, la Universidad Central de las Villas,
la Universidad de Camagüey, la Universidad de las Tunas, la Universidad
de Oriente en Santiago de Cuba, la Universidad de Ciencias Médicas de
Holguín y la Universidad de Holguin, la cual se complace en acogerlos
con muchísimo cariño y la satisfacción de haber organizado el espacio
propicio para establecer relaciones académicas y profesionales fructíferas y
duraderas.
Hemos trabajado intensamente para cumplir nuestro propósito de
atender cada detalle y hacer de cada sesión de trabajo, un momento que
favorezca el intercambio y la creación de nuevos espacios para el trabajo
conjunto, de manera tal que la conferencia cumpla con sus expectativas.
Les deseamos una feliz estancia en nuestra Universidad, en nuestra
Conferencia.
¡Éxitos en WEFLA 2019! ¡Éxitos en el Seminario de Estudios Canadienses!
COORDINADORADr. C. Vilma Páez Pérez [email protected] [email protected]
Dear colleagues:
Welcome to the XIIIth International Conference on Languages,
Communication and Culture, WEFLA 2019, which also hosts the XIII
International Seminar on Canadian Studies. Today, as we open this new
edition of WEFLA, we are opening our doors to three days of collaboration
and exchange, reaffirming our conference as a space for meeting, dialogue
and debate on best experiences in the areas under discussion. On this
occasion, we meet as part of the 9th International Scientific Conference
of the University of Holguin. We are proud to offer this opportunity
to colleagues from various countries of the world. Among us, we are
happy to have students, academics and other specialists coming from
Mexico, Colombia, Puerto Rico, Argentina, Ecuador, Morocco, Spain,
Barbados, United Kingdom, Austria, Algeria, Jordan, the United States and
Canada, the largest delegations that accompany us today, as well as a
large representation of Cuban universities: the University of Havana, the
CUJAE, the University of Cienfuegos, the Central University of Las Villas,
the University of Camagüey, the University of Las Tunas, the University of
Oriente in Santiago de Cuba, the University of Medical Sciences of Holguin
and the University of Holguin, which is pleased to welcome you all with
great affection and the satisfaction of having organized the appropriate
space to establish fruitful and long lasting academic and professional
relationships.
We have worked passionately to fulfill our purpose of attending to every
detail and making each work session a moment that favors the exchange
and creation of new spaces for joint work, so that the conference meets
your expectations.
We wish you a happy stay in our University, in our Conference.
Welcome to WEFLA 2019! Welcome to the Canadian Studies Seminar,
SECAN 2019!
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Cher collègues,
Recevez la plus cordiale bienvenue à la XIIIe Conférence Internationale
sur les Langues Étrangères, Communication et Culture, WEFLA 2019, et
le XIIIe Séminaire International D’Études Canadiennes. C’est précisément
aujourd’hui, lors de l’inauguration de cette nouvelle édition de WEFLA, que
nous ouvrirons les portes à de nouvelles journées de travail et d’échange,
réaffirmant WEFLA comme espace de rencontre, de dialogue et de
débat sur les meilleures expériences des sujets abordés. Dans ce WEFLA
2019, présenté dans le cadre de la Neuvième Conférence Scientifique de
l’Université de Holguín, nous sommes fiers d’offrir cet espace et d’avoir des
participants de nombreuses régions du monde. Parmi nous, des étudiants,
des académiciens et d’autres spécialistes d’origines et de nationalités
diverses: Mexique, Colombie, Porto Rico, Argentine, Équateur, Maroc,
Espagne, Barbade, Royaume-Uni, Autriche, Algérie, Jordanie, États-
Unis et Canada ; en tant que une grande représentation des universités
cubaines: l’Université de La Havane, la CUJAE, l’Université de Cienfuegos,
l’Université Centrale de Las Villas, l’Université de Camagüey, l’Université
de Las Tunas, l’Université d’Oriente à Santiago de Cuba, l’Université des
Sciences Médicales de Holguín et l’Université de Holguín, qui a le plaisir
de vous accueillir avec une grande affection et la satisfaction d’avoir
organisé l’espace nécessaire pour établir des relations académiques et
professionnelles fructueuses et durables.
Nous avons travaillé d’arrache-pied pour assister à chaque détail et
développer des sessions de travail avec réussite, pour favoriser l’échange
et la création de nouveaux espaces de travail en commun, afin que la
conférence réponde à vos attentes.
Nous vous souhaitons un bon séjour dans notre université, dans notre
conférence.
Succès à WEFLA 2019!
Acreditación
Cursos y Talleres Pre-eventos / Pre-conference
courses and workshops
Lugar / Place: Campus Celia Sánchez Manduley.
Universidad de Holguín
Acreditación para delegados de la Universidad de
Holguín
Lugar: Campus Celia Sánchez Manduley. Local:
Hotelito Edif. 1
Cursos y Talleres Pre-eventos / Pre-conference
courses and workshops
Lugar / Place: Campus Celia Sánchez Manduley.
Universidad de Holguín
Acreditación delegados extranjeros / Registration
foreign delegates.
Lugar / Place: Main Lobby. Bungalows
Reunión con delegados extranjeros / Meeting with
foreign delegates.
Lugar/Place: Main Lobby. Bungalows
8:00am
9:00am - 12:30am
1.:00pm - 4:00pm
9:00am - 12:30am
3:00pm
4:30pm
WEFLA - SECAN LUNES / MONDAY
22
WEFLA - SECAN MARTES / TUESDAY
23
WEFLA - SECAN MIÉRCOLES / WEDNESDAY
24
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Acreditación para delegados cubanos y extranjeros
/ Registration for Cuban and Foreign Delegates.
Lugar/Place: Main Lobby. Bungalows
Sesión Plenaria/ Plenary session: Inauguración IX
Conferencia Científica Internacional UHO
Lugar/Place: Salón principal / Main room
Guardalavaca Hotel o RANCHON bungalows
Coffee break
Apertura oficial WEFLA 2019 y XIII Seminario
Internacional de Estudios Canadienses / Official
Opening WEFLA 2019 and the XIII International
Seminar in Canadian Studies
Lugar/Place: Salón principal/ Main room.
Guardalavaca Hotel.
Keynote: Intercultural Curriculum and Bilingualism to
foster Internationalization: How to Promote Mobility.
Educational Testing Service has achieved in several
countries to be an active and strategic participant in
the establishment of guiding frameworks for Higher
Education and at the same time has created alliances
that have led to the improvement of the quality
of Higher Education. In the strategic dimension
proposed by multiple Ministries of Education of
different countries, we continue to seek to cooperate
with the creation of institutional plans and policies
from HEIs and organizations that promote different
local, national and international public policies, as a
strategic process associated with the quality of higher
education in the 21st century. In many Universities
around the world, there is a need to complement
8:30am
9:00am - 11:10am
11:15am -11:30am
11:35am -12:35pm
the current methodology used in most of the English
classes with the strategies with which international
exams are designed in each of the four skills of
the language and that points at the opportunities
that different organizations offer any university
community in terms of international mobility. The
above mentioned information is definitely based on
most of the documents demanded by Ministries of
Education or institutional policies that aim at promoting
the professionalization of Foreign Languages,
internationalization, bilingualism and interculturality.
Professor: Sorani Marin, [email protected]. Educational
Testing Service. Professor of English, Universidad de
Caldas. COLOMBIA. Psychologist experience in cognition,
learning processes and clinical Psychology. Mg. Education
& Diversity. Associate Director TOEFL & GRE Client
Relations (Colombia). Increased TOEFL knowledge among
Colombian, Cuban, Honduran, Costa Rican and Mexican
Universities and English Language Institutes, and pertinent
government agencies by establishing a local presence and
personal connection through campus visits and TOEFL
IBT presentations. Delivered TOEFL Teacher development
workshops in Colombia, Cuba, Mexico, Honduras and
Costa Rica. Participated in English language conferences
to educate score users and test takers of score reporting,
test quality and security measures and present TOEFL/GRE
updates. Provided GRE client relations services as needed to
the College and Graduate Programs. Recognized potential
new test centers and ask that they participate in CTAS
process to eliminate TOEFL constrained market. Conducted
outreach and encourage TOEFL score users to apply for
DI codes and facilitate their application. Audited CTAS in
Colombia - Honduras - Cuba and México.
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Almuerzo / Lunch
Trabajo en Comisiones / Presentation of Papers
Salas / Rooms Simposio-3 (S-3-1) (S-3-2) (S-3-3) (S-3-4)
(S-3-5) (S-3-6)
Coctel de Bienvenida / Welcome Coktail
Lugar/Place: Ranchón Bungalows
Recreación según programa del hotel / Hotel
Entertainment Program
12:40pm – 2:25pm
2:30pm – 5:30pm
5:35pm – 6:35 pm
9:00pm
9:00am – 9:40am
WEFLA - SECAN JUEVES / THURSDAY
25Keynote: Retos contemporáneos para la política exterior
canadiense.
La evolución de la política exterior canadiense hacia la
región, y hacia Cuba en particular, está vinculada en su
esencia a los cambios en el contexto político/estratégico
del país durante todo el periodo desde la Confederación
en 1867 hasta hoy en día. Nuestra posición en el imperio
británico, nuestra relación complicada con nuestro vecino
gigante, nuestra economía, nuestra demografía, todos han
conocido cambios enormes desde ese temprano fecha.
La política exterior ha tenido que reflejar esa evolución. La
posición de América Latina, relativamente secundaria frente
a las cuestiones centrales de la política exterior canadiense,
ha igualmente reflejado la evolución más global que se
ha conocido. La intención de este keynote es de señalar
las principales etapas de la evolución de la política hacia
la región latinoamericana, haciendo énfasis en el lugar de
Cuba en cada uno de esas etapas, concentrando al final
sobre el momento actual.
9:50am - 11:10am
11:15am - 11:30am
11:35am -12:35pm
Professor: Hal Klepak, [email protected]. Profesor
Emeritus. Royal Military College. CANADA. Member of the
Academy of History of Cuba; Senior Research Associate,
Institute for the Americas, University College London,
England. He has taught at the Université d Montréal, College
Militaire Royal Saint –Jean and Oxford. He has written
several books four of them on Cuban topics.
Panel: Cuba-Canada Relations
Coffee break
Keynote: The Challenges of Recognizing the Indigenous
Laws of the Manitoba Metis Community.
In 1982 Canada patriated its Constitution from Britain with
amendments. One amendment was the addition of section
35(1) stating the “existing aboriginal and treaty rights of the
aboriginal peoples of Canada are hereby recognized and
affirmed” followed by 35(2) clarifying that aboriginal peoples
include “Indian, Inuit and Metis peoples of Canada.”
The Metis Nation is one of Canada’s constitutionally
recognized aboriginal peoples. The Supreme of Court of
Canada has also acknowledged the Metis Nation as an
indigenous people and, subsequent to their establishing
the Province of Manitoba, as Canada’s negotiating partner
in Confederation. The Metis Nation’s Manitoba Metis
Community is comprised of 140,000 people spread over
80 local settlements. The Manitoba Metis Community’s
exercise of their section 35 constitutional rights, including
implementation of their Community Laws of the Harvest
for hunting and fishing, is redefining relationships within
Canada. While the Community asserts and expands its
jurisdiction and authorities, its legislation and administration
often conflict with those of the Province. To determine
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9:50am - 11:10am
12:40pm – 2:25pm
2:30pm – 5:30pm
8:00pm – 8:45pm
the way forward, international principles, court decisions,
political negotiations, and civil disobedience have played
a role. As the self-government representative of the
Manitoba Metis, the Manitoba Metis Federation (MMF) has
used these levers to provide space to develop policies
and build institutions exercising right-based traditional
activities. Within the scope of Canadian federalism and
western regionalism, this paper will discuss the background,
objectives, and strategies, as well as the political and legal
challenges experienced by the MMF, while implementing
the Manitoba Metis Community laws.
Professor : Al Benoit: Chief of Staff of the President of
the Manitoba Métis Federation. He has over twenty years
of experience building Indigenous government. His
responsibilities include working with a team of elected
representatives, staff, consultants and legal counsels to
respond to political directions and court decisions, and
shape agreements, policies and actions. He is a citizen of
the Metis Nation´s Manitoba Metis Community.
Salas / Rooms Simposio-3 (S-3-1) (S-3-2) (S-3-3) (S-3-4)
(S-3-5) (S-3-6)
Trabajo en Comisiones / Presentation of Papers
Almuerzo / Lunch
Trabajo en Comisiones / Presentation of Papers.
Presentación de libros /Book Presentation
Poster Session.
GALA
9:50am - 11:10 am
11:15am -11:30am
11:35am – 12:35pm
Trabajo en Comisiones / Presentation of Papers /
Workshops
Coffee break
Trabajo en Comisiones / Presentation of Papers.
Sesión plenaria / Plenary Session
Ceremony and Presentation: Healing through Dance
Women’s fancy shawl—often mistakenly thought to be
a dance that traces back far in history but is actually a
fairly recent innovation—is one of the most anticipated
competitions at Pow Wows. In this unique performance,
young women from many nations skim, twirl and hop
across the arena with a gait that manages to be staccato,
lithe and fluid all at once.
Women’s Jingle Dress Dance was aspired by a father’s
sick daughter. He had a vision and seen the dress and
instructions to make one. He did and it saved the life of this
daughter. Both of these dances are a powerful force to
healing life and to make people proud to be Indigenous.
Presenters: Dr. Sharon Acoose, [email protected]. Mikaela
Pelletier-Higheagle & Denae Whitedeer
Dr. Acoose is an Associate Professor, Indigenous Social
Work, at the Department of Indigenous Education, Health
and Social Work, First Nations University. Saskatoon.
CANADA. Her research areas are: Criminalized Indian
WEFLA - SECAN VIERNES / FRIDAY
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Women • Street People • People with Addiction; and her
areas of expertise are: • Addiction Research • Indian Women
in Conflict with the Law • Medicine Wheel Teaching •
Ceremony/Culture/Tradition. She has published two books
departing from her own experience: An Arrow in My Heart:
Her own life as a First Nations Woman’s in her account of
Survival from the Streets to the Height of Academia, and A
Fire Burns Within: Teachings from Ceremony and Culture,
a book that explores how connecting with culture through
ceremony can be used as a “tool for recovery.”
Almuerzo / Lunch
Sesión Plenaria / Plenary Session
(Clausura WEFLA-SECAN)
Salón Principal / Main Room Guardalavaca Hotel
Clausura 9CCI-UHO
Regreso a la ciudad / Return to the city
Cursos y Talleres pre-conferencia / Pre-conference
courses and workshops.
Lugar: Universidad de Holguín. Campus Celia Sánchez
Manduley
DESAFÍOS Y MEJORES PRÁCTICAS EN LA ENSEÑANZA
DEL ESPAÑOL COMO LENGUA EXTRANJERA A
ESTUDIANTES CANADIENSES.
Coordinadora: Yaquelin Cruz Palacios
NOTA: Este curso continuará los días 23, 29 y 30 de abril
12:40pm – 2:25pm
2:30pm – 3:30pm
3:40pm
4:35pm
9:00am - 12:30pm
CURSO 1 -
Lunes/Monday 22. List of Pre-Conference and Post-Conference Courses and Workshops.
OBJETIVO
CONTENIDO
Presentar prácticas pedagógicas innovadoras en la
enseñanza de la cultura y la lengua española
Aprendizaje activo. Boppps (Estrategia pedagógica
para la planificación de clases) Evaluación:
modelos de evaluación y diseño de rúbricas.
Sesiones de Microteaching.
Profesores
Ana García-Allen ([email protected])
Es la directora de los estudios de pregrado en el
Departamento de Lenguas Modernas y Literatura
en la Universidad de Western Ontario (UWO),
Canadá. Es la coordinadora de los cursos de lengua
española, de los programas de Community Engaged
Learningy de Study Abroad. Tiene una maestría en
la Enseñanza del español como Lengua Extranjera
por la universidad de Salamanca, España y otra en
la Sociedad de la Información y el Conocimiento,
especialidad eLearning, por la Universidad Oberta de
Catalunya.
Diana Fernández ([email protected])
Es estudiante de doctorado en el programa de
Lingüística Hispánica en la Universidad de Western
Ontario (UWO), Canadá. Realizó su maestría en
Enseñanza y Lingüística en la Universidad de West
Virginia, USA. Se desempeña como instructora
de español y asistente de investigación en UWO.
Además, es coordinadora del programa de
Community Engaged Learning de Western-Holguín
e instructora en el Centre for Teaching and Learning
de Western.
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CURSO 2 -
Alba Devo Colis ([email protected] )
Es estudiante de doctorado en el programa de
Estudios Hispánicos en la Universidad de Western
Ontario (UWO), Canadá. Realizó su maestría en
Humanidades especialidad Literatura en el Instituto
Tecnológico y de Estudios Superiores de Monterrey.
Se desempeña como instructora de español y
asistente de investigación en UWO.
Victoria Jara ([email protected])
Es estudiante de doctorado en el programa de
Literatura Comparada en la Universidad de Western
Ontario (UWO), Canadá. Realizó su licenciatura
en Letras en la Universidad del Salvador, Buenos
Aires. Se desempeña como instructora de español y
asistente de investigación en UWO.
ANY GOOD WAY TO TEACH COLLOCATIONS
AND CULTURE?
Coordinador: Ramon Betancourt Campaña
Foreign language (FL) acquisitiñon demands learners to
acquire and master multi-layered skills regarding
lexical (=vocabulary), phonological, phonetic,
morpho-syntactic, semantic and pragmatic
knowledge (rules). One property of human natural
language that makes this task more challenging is
collocations (Firth 1951/1957, Bolinger 1976, Cowie
1981,): “sequences of lexical items which habitually
co-occur” (Cruse 1986:40).
The importance of collocation has been recognized.
Collocation dictionaries are available. However,
students cannot rote-memorize them all. Further,
collocations are typically studied in the context of
vocabulary learning (cf. Cruise 1986). This, however,
misses the fact that syntactic relations among
lexical items and the semantico-pragmatic (or,
cultural) knowledge of the target language speaking
community play a significant role in collocations
(Gitaski 1999). This workshop aims to offer an
opportunity for those who are trained to become FL
instructors to review linguistic aspects of collocation
and to consider how to help FL learners become
more aware of semantic/pragmatic differences
between their native- and the target-language.
The workshop consists of three parts: (I) we survey
the theories of collocations available in linguistics and
foreign language (FL) pedagogy theories; (II) we share
the participants experience regarding both learning
and teaching of collocations; and (III) divided into
groups, the participants formulate some (sample)
ideas on how to “teach” students to recognize the
differences between the target language and their
native language with respect to collocations as
well as the cultural differences. These ideas can be
about the classroom-instructions, program-level
considerations, or teaching resources.
Profesor:
Dr. Michiya Kawai ([email protected])
Huron University College, Western University.
CANADA. He has a PhD Univ. of Connecticut,
Ph.D in Linguistics. Associate Professor at Huron
University College, Chair, French and Asian Studies,
Faculty of Arts and Social Sciences and Coordinator
of Japanese Program at French and Asian Studies.
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CURSO 3 -
Continuing Adjunct Appointment: Linguistics
Program, Western University. He has the Special
Teaching Rank of Profesor Invitado of the University
of Holguín, CUBA. Research Collaboration with
Cuban Researchers: University of Holguin’s Canadian
Studies Program and Foreign Language Department
is the primary locus of my collaborative work with
Cubans. Numerous works with partners at University
of Holguin, University of Camaguey, among others.
THE DESIGN OF INTENSIVE ENGLISH COURSES
Coordinadora: Rosabel Gonzalez Cruz
In this pre-conference workshop, we will explore the issues
and best practices in designing Intensive English courses,
both skill-based and content-based, including English for
Specific Purposes. We will discuss the importance of and
methods for assessing the needs of all stakeholders at the
individual, departmental, and institutional levels, and the
need to ascertain course goals, objectives, and student
learning outcomes in the process of course and program
develop. Certificates would be issued with signatures from
the Universidad de Holguin, Universidad de Cienfuegos, and
The University of Mississippi.
Profesor: *Tracy Koslowski ([email protected])
Lecturer of Intensive English and Associate Director
for Recruitment and Development for the IEP, M.A.
in TESOL, University of Mississippi. USA. Tracy Case
Koslowski received a B.A. in Linguistics with minors
in German and Russian, an M.A. in German, and an
M.A. in TESL, all from the University of Mississippi.
During that time, she spent a year abroad studying in
Giessen, Germany; worked as an English instructor
CURSO 4 -
OBJETIVO
CONTENIDO
for the “Allegria” troupe of Cirque du Soleil; spent
a summer doing graduate work in Klagenfurt,
Austria and another summer teaching English at the
Berufskolleg in Hilden, Germany; and worked as
an ESL Tutor in the Oxford School District. Before
becoming an instructor at UM, she spent three years
teaching German at Pascagoula High School. In
addition to teaching IEP classes, Tracy coordinates
social activities, excursions, and community service.
* This workshop will be co-lead with:
Ms. Dayni Diaz Mederos,
M.Ed., Specialist Academic International Relations
Eduardo Perez Novo, Ph.D.,
Director, Language Center
University of Cienfuegos. CUBA
LOS RETOS DEL JOVEN ANTE EL DESARROLLO
SOCIOCULTURAL CONTEMPORÁNEO.
Coordinadora: Marybexy Calcerrada Gutiérrez
Exponer los retos del joven ante el desarrollo
sociocultural contemporáneo.
Procesos dinámicos de la juventud en el marco del
desarrollo sociocultural contemporáneo.
Profesora:
Gloria Fariñas León ([email protected])
Dra. en Ciencias Psicológicas, Dra. Cs. Profesora
e Investigadora Titular. Profesora Invitada de
la Universidad de Lasalle, Guanajuato, Bajio.
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Profesora Invitada de la Universidad de Holguín.
Vice-Presidente de la Cátedra Honorífica L. S. de
Vygotsky. Premio de la Academia de Ciencias de
Cuba, 2006.
Cursos y Talleres pre-conferencia / Pre-conference
courses and workshops.
Lugar: Universidad de Holguín. Campus Celia Sánchez
Manduley
ISSUES IN FLT PEDAGOGY: WORKING WITH THE 21ST
CENTURY STUDENT.
Coordinador: Rafael Rodriguez Devesa
The perception of what a language teacher is and does
has changed significantly in the 21st century and this has
affected our role(s) in the classroom. It can often feel as
if we must constantly adapt to meet changing student
expectations and attitudes towards learning itself and, as
teachers, how we fit into this process. In this workshop, we
will look at the interplay between language pedagogy and
the new realities in the classroom, to see how we may be
able to work with changing student needs and expectations
without losing our professional integrity in the “age of the
student”. Some of the issues we will discuss are intrinsic/
extrinsic motivational factors, metacognitive strategies and
skills development, new competencies in foreign language
teaching, and learning opportunities and strategies for
different types of learners, as well as considering the
challenges faced by teachers as the prevailing paradigm
shifts from teacher-centred through student-centred to
guided/self-directed learning and teaching. The workshop
9:00am - 1:00pm
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Martes/Tuesday 23. List of Pre-Conference Courses and Workshops.
CURSO 6 -
will start with a short introduction to these theories and
issues, after which we will break into smaller groups to
consider specific challenges that may arise in the classroom
and how we may address these, including ways in which
we can support students with different learning styles and
interests. We will finish by returning to the main group to
exchange our ideas and feedback, and suggest ways to
move forward.
Profesora: Anna Saroli ([email protected])
Acadia University. CANADA. Here areas of expertise are:
Spanish language; the language, culture and music of the
Quechua-speaking peoples of Perú; language pedagogy;
Andean music and popular culture.
TALLER DE INTRODUCCIÓN A LOS MEDIOS SOCIALES
Coordinadora: María del Carmen Suárez Santiesteban
Más de 53% de la población mundial está conectada a
Internet. En 2018, la cantidad de usuarios de Internet
llegó a superar los 4 mil millones. En el mundo, 3 mil
millones de personas tienen aparatos móviles conectados
y 3,2 mil millones de personas usan los medios sociales.
Con estas cifras en la cabeza, conocer, comprender y
poder utilizar los medios sociales es importante. Cuando
una piensa en medio social, lo primero que aparece
en la mente es Facebook. ¿Qué otros medios sociales
existen? ¿En realidad, qué es un medio social? Se propone
la realización de un taller de introducción a los medios
sociales en el cual se abordará la cuestión de la definición
y de las especificidades de estos tipos de medios. Con
un breve recorrido alrededor del mundo, se tratará de
entender la gran diversidad y variedad inherente a este
universo mediático.
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El taller tendrá 3 objetivos, 1) presentar un panorama
de los distintos tipos de medio sociales, desde los
videojuegos multijugador masivo en línea, hacia
Wikipedia 2) facilitar un uso seguro y eficiente de
Facebook y twitter y 3) establecer las bases de un uso
profesional de estas dos redes sociales.
Profesora: Élise Ross-Nadié ([email protected])
Concordia University, CANADA.
Apasionada de cultura numérica y de medios sociales, Élise
Ross-Nadié es gestora de comunidades virtuales, redactora
de contenido, traductora e investigadora. Con más de
10 años de experiencia en formación e intercambios
de conocimientos en Québec, República Dominicana,
Argentina, España y Ecuador, Élise es una participante
activa del movimiento feminista. Actualmente estudiante
a la maestría en Estudios Mediáticos en la Universidad
Concordia, diplomada en Estudios Internacionales
(Universidad de Montréal), con una especialización en
Estudios Feministas (Universidad Concordia), tiene también
una formación técnica en desarrollo de páginas web
y en e-marketing. Sus intereses de investigación están
vinculados al feminismo interseccional, a la ciberviolencia
de género en los medios sociales, específicamente en las
aplicaciones de citas.”
POETRY OF THE PEOPLE IN CANADA: READING
RESISTANCE ACROSS TIME AND SPACE
Coordinadora: Aylene Rodriguez Sondón
This workshop studies poetic strategies of witnessing
and resistance among “the people” from canonized
works on economic hardship in Canada’s early colonies,
to anonymous voices by workers during the Great
Depression, to contemporary voices about culture from
CURSO 7 - a)
below in a multicultural and transnational society. Different
constructions of “the people” emerge in each poem in
order to imagine collective resistance and community. We
will consider poetry in a broad sense, ranging from the lyrics
of folk songs to spoken and written poems by Indigenous
subjects, women, and migrant, and regional subjects. We
will study how speakers position themselves among “the
people,” “the folk,” or simply as an unnamed “we” in order
to witness and protest collectively. Speaking for the people
or as one among the people, these poems often use anger,
lament, and hope to create an affective resistance against
social exclusion, one that echoes across time and space.
Profesora:
Roxanne Rimstead ([email protected])
Professor of Comparative Canadian Literature at
Université de Sherbrooke, Québec, where she specializes
in cultural studies, minority writing, feminist criticism,
poverty narratives, Indigenous literature, life writing,
and cultural memory. Arguing for politically engaged
reading strategies to understand poverty, The Remnants
of Nation: On Poverty Narratives by Women (U of T
Press) won the Gabrielle Roy Prize for literary criticism in
Canada in 2001. An early feminist analysis of Emily Carr’s
Klee Wyck won the Don D. Walker Prize (USA, Canada).
Recently Rimstead co-edited two critical anthologies on
space and culture from below: La Lutte pour l’espace
(with Domenic Beneventi and Simon Harel, Presses U
Laval, 2017) and Contested Spaces, Counter-narratives,
and Culture from Below in Canada and Québec (with
D. Beneventi, U of Toronto Press, 2019). She also edited
Cultural Memory and Social Identity (Essays on Canadian
Writing, 2003) and co-edited with Deena Rymhs Prison
Writing/Writing Prison (Canadian Literature, 2011). In
2009, she created, with grad students, a book-length
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bilingual website on Culture from Below http://culture-
from-below.recherche.usherbrooke.ca/. Foreign expert
in Shandong, People’s Republic of China in the 80s,
Visiting Professor in Dijon, France in 2010, Rimstead was
also a professor at the McGill Institute for the Study of
Canada in Montreal between 1995-98. She has been
an honorary professor at Universidad d’Holguin in Cuba
since 2017, and received a Distinguished Alumni Award
from U de Montréal in 2004. She has served on the
editorial boards of Canadian Literature, Tulsa Studies in
Women’s Literature (USA), and Race, Gender and Class
(SUNO, USA), and as President of the Association of
Canadian and Québec Literatures.
CAPITALISM AND INDIGENOUS CULTURE: THE
FINANCIAL ASPECTS OF CULTURAL APPROPRIATION
In part of this workshop, we will focus on defining what
cultural appropriation is, how it affects Indigenous
culture nowadays, and to what extent cultural
appropriation is a modern way for colonisers to increase
occidental hegemony over Indigenous cultures to make
profit. From the earliest use of the image of the “Indian
Princess” to nowaday fashion creators getting inspired
by traditional Indigenous clothing, non-Indigenous
colonizers have taken every advantage of their power
over Indigenous culture to appropriate Indigenous
culture for profit. The trendy “new age” image given
to Indigenous cultures increases people’s interests in
animistic, holistic traditions, turning them into a product,
a merchandise in which companies or individuals may
invest. Criticism of such practices has been increasing
in the last decades, in an attempt by Indigenous people
to reclaim their cultures and traditions. As part of this
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phenomenon of cultural appropriation, people across
the public sphere (politicians, writers, artists, etc.) have
claimed to be from Indigenous descent to legitimise
their use of Indigenous culture and stories. Many
Indigenous people then called-out such behaviours as
being a cunning way to legitimise the theft of stories.
This workshop will discuss cultural appropriation, in
particular in literature, art and visual representations. I
will discuss the use and sexualization of the image of
the Indian Princess as an early stage in the exploitation
of Indigenous culture, with reference to Gail Valiskakis’s
book on this subject, as well as more recent cases
of appropriation such as the case of Joseph Boyden,
an eminent Canadian writer, who has claimed part
Indigenous descent, and Elizabeth Warren, an American
politician whose similar claims to being part Indigenous
have come under fire.
Professor:
Eva Laurent de Valors ([email protected])
Université de Sherbrooke. First year M.A. student in
Canadian Comparative Literature at Université de
Sherbrooke, Canada. Born in France, she did her
undergraduate studies at the Université de Lille Charles
de Gaulle, where she studied English culture. She then
specialised in literature and pursued her studies in
Canada. Her field of interests are gender and sexuality
studies, social studies, and class studies.
CONTESTED MEMORY SITES IN CANADA
Coordinador: Miguel A. Olivé Iglesias
This discussion will focus on some Canadian instances
of contested memory. Drawing upon material I use
in my “Conflict and Historical Memory” seminar, I will
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introduce students to the various memorials to Louis
Riel in Winnipeg, the contentious situation over how to
remember Mordecai Richler in Montreal, a memorial
park to a pioneer gay activist in Vancouver, and so on.
We will examine several examples of visual material to
understand the construction of cultural memory.
Profesor:
Robert S. Schwartzwald, [email protected]
Professor. Département de littératures et de langues
du monde (Literatures and Languages of the World)
at the Université de Montréal, and Director of the
interdisciplinary Graduate Programs in International
Studies. PhD, Univ. Laval; MA, Univ. of Toronto; BA,
Univ. of Manitoba. Before moving to U of Montreal in
2005 to become Director of the Department of English
Studies, Schwartzwald was a professor at the University
of Massachusetts Amherst, where he chaired the
Department of French and Italian Studies and served
as founding director of the Five College Center for
Crossroads in the Study of the Americas (1998¬–2004).
His essays have appeared in Comparative American
Identities: Essays from the English Institute (Hortense
J, Spillers, ed., Routledge 1991); Translation Effects:
The Shaping of Modern Canadian Culture (eds. Kathy
Mezei, Sherry Simon, and Luise von Flotow, eds., 2014),
and La Contre-culture au Québec (Karim Larose and
Frédéric Rondeau, eds., 2016) among other places. His
books include a critical translation of The Brown Plague:
Travels in Late Weimar and Early Nazi Germany by Daniel
Guérin (Duke UP, 1994); Densités, intensités, tensions:
l’urbanité montréalaise en question (with Simon Harel
and Jonathan Cha, 2007); and, most recently, a volume
on Jean-Marc Vallée’s (Dallas Buyers Club) 2005 award-
CURSO 9 -
winning film C.R.A.Z.Y. (Arsenal Pulp, 2015).) He is a
recipient of the Governor General’s International Award
for Canadian Studies.
PARLER CONTRE LE SILENCE: LA POÉSIE
AUTOCHTONE DE NATASHA KANAPÉ FONTAINE.
Coordinadora: Rita Cepero Pavón
Cet atelier portera sur la relation entre les nations
autochtones et le Canada. Nous mettrons d’abord en
lumières le contexte historique entourant les pensionnats
autochtones. Un bref survol des lois du gouvernement
canadien et des valeurs prônées par les communautés
autochtones sera présenté aux participants et aux
participantes. Cette introduction plutôt informative
servira à mettre en contexte la situation actuelle des
communautés autochtones établies dans la région du
Québec au Canada afin de progresser vers une étude
du recueil de poésie Bleuets et Abricots, de l’autrice
autochtone Natasha Kanapé Fontaine, qui s’est mérité
une place en finale au Grand Prix du livre de Montréal
2016. Dans ce recueil, l’autrice traite du métissage des
cultures et des peuples. En utilisant des images riches
de leur allusion à la terre, elle invite ses lecteurs et
lectrices à dialoguer et à progresser dans le processus
de réconciliation des peuples. Cette réconciliation
sera un sujet que nous explorerons, puisqu’il s’agit d’un
sujet d’actualité dans la politique canadienne. Nous
échangerons donc sur les diverses tactiques utilisées
par les différents peuples, soit les dialogues qui ont eu
lieu jusqu’à aujourd’hui et les avenues explorées afin de
rebâtir la relation entre peuples autochtones et peuples
colonisateurs, le tout, en lien avec l’ouvrage de Natasha
Kanapé Fontaine.
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Profesores:
Catherine Dubé ([email protected]) is
currently completing a Master’s degree in comparative
Canadian literature at Université de Sherbrooke. She has
a BA degree in teaching English as a second language
and another in English and Intercultural Studies. Her
fields of interest are feminism, gender and queer studies,
engaged literature, literature for children, and cultural
politics.
Guillaume Leclaire-Marceau
is currently doing his Master’s degree in Canadian
Comparative Literature at Université de Sherbrooke. He
holds an undergraduate degree in Études françaises et
québécoises from Bishop’s University and used to be
a student-athlete. His fields of interests are Indigenous
literature, poetry in French-Canadian literature and
migrant literature within Quebec society.
THE ROLE OF RELATIONSHIP IN INDIGENOUS
RECONCILIATION. BUILDING BLOCKS TO
AGREEMENTS.
Traductora: Elizabeth Hierrezuelo
Interest based negotiations have become a cornerstone
to dispute resolution all around the world. In Canada it
is increasingly employed in a number of collaborative
disputes and engagements between governments,
industry and Indigenous groups. Negotiations on
complex substantive agreements are often commenced
prematurely with paying close attention to the
relationship between the parties. Key among the
necessary ingredients for success, relationship is central
to the goals of reconciliation. Students will learn the
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OBJETIVO
CONTENIDO
role relationship building and positive communication
have in reconciliation and the foundation of modern
agreements. Understand how these elements can be
captured in arrangements as foundational to other
collaborative relationship agreements.
Profesor: Troy Chaifoux ([email protected])
Banff Indigenous Centre. Alberta. Canada. Lawyer and
mediator. Specialist in Negotiation and consultant for
aboriginal people-government conflicts. Bachelor
of Law Degree, University of Alberta, Faculty of Law
1991-Bachelor of Arts University of Alberta (General).
Canadian History, Political Science. The Banff Centre,
Indigenous Leadership and Management, Negotiations
Skills Training, Faculty Leader. Design, research and
deliver course in First Nation Interest Based Negotiations.
Alberta School of Business, Executive Education.
University of Alberta, Faculty of Law, Sessional Instructor.
MÉTODOS ETNOGRÁFICOS Y ÉTICA
Coordinador: Marybexy Calcerrada Gutiérrez
Entrenar en habilidades de la metodología cualitativa en
el marco de un referente ético.
Éticas y métodos en la realización de entrevistas
cualitativas.
Profesora:
Melanie A. Medeiros ([email protected])
Assistant Professor of Anthropology. Coordinator,
Sociomedical Sciences program. Co-coordinator, Latin
American Studies minor. Department Anthropology.
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SUNY Geneseo. Autora del libro Marriage, Divorce and
Distress in Northeast Brazil. Black women´s perspective
on love, Respect, and kinship.
Cursos postconferencia
Lugar: Sede Celia Sánchez Manduley
LEADERSHIP PEDAGOGIQUE DES DIRECTIONS
D’ETABLISSEMENT SCOLAIRE (DES)
Traductora: Rebeca Torres Serrano
Une recherche menée par Landry (2012) a permis de
dégager des caractéristiques d’un leadership pédagogique
de directions d’établissement efficace et efficient dans
le milieu scolaire. L’outil méthodologique choisi a été la
pratique réflexive guidée pour analyser les représentations
de dix DES du Québec et les significations données à leurs
pratiques professionnelles et au regard porté par les autres
personnes sur leurs pratiques.
L’originalité de cette recherche tient au fait des liens
établis entre les trois concepts : identité professionnelle,
leadership pédagogique et pratique réflexive. Elle se
situe aussi à la rencontre de questions qui hantent le
monde de la gestion de l’éducation : n’importe quel
gestionnaire peut-il être à la direction d’établissement
scolaire? Tout bon enseignant peut-il être bon directeur
d’établissement scolaire? Comment la pratique réflexive
pourrait-elle avoir un effet sur la gestion des DES qui
disent manquer de temps pour réaliser tous leurs projets?
Professor:
Reinelde Landry, Ph.D. ([email protected])
9:00am - 12:30pm
CURSO 12 -
Lunes/Monday 29. List of Post-Conference Courses and Workshops.
CURSO 13 -
Directora de escuela y coeditora de programas de
jubilación activa. Sus intereses de investigación están en
relación con el proceso de construcción de la identidad
profesional del personal escolar en la formación inicial
y continua, en el acompañamiento socioconstructivista
y también en la innovación en educación desde una
perspectiva ética y colaborativa del desarrollo de la
inteligencia colectiva.
BENDING PATHS: THE EVOLUTION OF THE OER
VIDEOTECH AND ITS COLLABORATIVE WORKSPACE.
Coordinadora: Rebeca Torres Serrano.
VideoTech is a cost and copyright-free open-
source project originally created for French listening
comprehension, which makes creating customized
exercises in any language very easy. VideoTech’s newly-
added editor allows teachers to insert multiple video clips
from its own database as well as from YouTube and Vimeo
directly into its exercise builder. Other external content
can also be linked allowing users to create materials that
are suited to specific classroom needs. VideoTech is also
a community of practice, providing space for instructors
to share their own exercises with teachers around the
world, and to copy, modify and repurpose exercises built
by others. Teachers can set up “courses” within Videotech
and give access to their students, who can complete these
targeted activities and exercises online. Use of the site is
free for teachers and students.
Profesor:
Nandini Sarma ([email protected])
Matthew DiGuiseppe ([email protected])
Carleton University. CANADA
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11:35am - 12:35pm
PANEL SECAN LITERAT/02Thursday, April 25 Room S-3.6
POETRY READING
Coordina: Roxanne Rimstead
Des Ecritures en Partage: France Theoret et Patricia
Smart, Poesie, Roman et Essai
Séance partagée pendant laquelle la critique Patricia
Smart parlera des grandes lignes de l’œuvre de France
Théoret, poète et romancière féministe, dans une
présentation illustrée par une lecture d’extraits de l’œuvre
par France Théoret elle-même. (A joint presentation with
literary critic, Pat Smart, speaking about the major trends
in the work of France Théoret, feminist poet and novelist.
This presentation will be illustrated by Théoret’s reading
from her own fictional works.)
Pat Smart is a distinguished Research Professor and
Chancellor’s Professor Emerita at Carleton University.
Her book Ecrire dans la maison du Père: l’émergence
du féminin dans la tradition littéraire du Québec won
the Governor General’s Award in 1988 and two of her
later books —Les Femmes du Refus global (1998) and
De Marie de l’Incarnation à Nelly Arcan: se dire, se
faire par l’écriture intime (2014) have been finalists for
the same prize. She is also the author of Hubert Aquin
agent double (1973), of an English translation of André
Laurendeau’s diary (1991) and of a critical edition of Claire
Martin Dans un gant de fer (2005). She was elected to
the Royal Society of Canada in 1991 and received the
Order of Canada in 2004. Her recent work, De Marie de
l’Incarnation à Nelly Arcan: se dire, se faire par l’écriture
intime (Boréal, 2014) won the Gabrielle Roy Prize of the
Association of Canadian and Quebec Literatures and
the Prix Jean-Éthier-Blais of the Fondation Lionel Groulx
as well as being short-listed for the Governor General’s
Award and Ontario’s Trillium Award. She self-translated
this book and it appeared in 2017 (McGill-Queen’s),
titled Writing Herself into Being: Quebec Women’s
Autobiographical Writings from Marie de l’Incarnation to
Nelly Arcan.
France Théoret, poète, romancière et essayiste, est née
à Montréal. En 2012, elle a reçu le prix Athanase-David
pour l’ensemble de son œuvre, et en 2018, elle a reçu le
prix Hélène-Pedneault, qui rend hommage à une femme
qui contribue de manière exceptionnelle à l’avancement
et a l’affirmation de la societé québécoise. Parmi ses
romans sont inclus Une belle éducation, Montréal,
Boréal, 2006; Huis clos entre jeunes filles, Montréal,
Les Herbes rouges, 2000; La femme du stalinien,
Montréal, La Pleine Lune, 2010; L’été sans erreur, poésie,
Montréal, l’Hexagone, 2014. Elle a été écrivaine en
résidence à l’Université du Québec à Montréal en 1995-
1996. Elle a été nommée Ambassadrice de la Faculté
des Lettres et sciences humaines de l’université de
Sherbrooke en 2006. En 2002, elle a traversé la Russie
de Saint-Pétersbourg à Sotchi pour écrire le roman
Les Apparatchiks vont à la mer Noire. Elle a donné de
nombreuses conférences au Québec, au Canada, aux
Etats-Unis, en Europe, à Cuba et en Nouvelle-Zélande.
Des conférences nationales et internationales, des
lectures publiques en poésie, des entrevues à la radio et
dans les librairies ont accompagné ses années d’écriture.
POETRY READING
Coordina: Maikel Olivé Iglesias
2:30pm - 3:30pm
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Marvin Orbach, Merle Amodeo: Canadian Poets,
Universal Poets.
Maikel Olivé Iglesias, [email protected]
Presidente Alianza Literaria Cuba-Canadá (CCLA)
Universidad de Holguín. CUBA.
BOOK OF POEMS: AFTER LOVE
Merle Amodeo, [email protected]
Canadian Poet (member of the CCLA). CANADA
Merle Amodeo remembers writing creatively as soon as
she could form letters into words. She was born in Toronto
in 1939. She moved to Oshawa in 1978 with her husband
and two children. Merle taught at elementary schools in
Oakville and Toronto and at Durham College for more than
thirty years including classes in creative writing. She has
published two poetry chapbooks Let Me In and Because of
You. Merle is presently working on her second novel and
continuing to write poetry as “soul food”.
Thursday, April 25 Room S-3.6
SECAN LITERAT/02) BOOK PRESENTATION
1. Book: CUBA: Contextualizing a Vibrant History
Wright, N. Winterdyk, J., Páez Pérez, V. (Eds.)
Nancy Wright. Professional Editor/Translator. Part-time
student at University of Sherbrooke. CANADA
Ms. Wright will be presenting onn an edited collection
about Cuba that will be published in the coming months.
2. Book: Enfoque de género para lograr más equidad.
Con la dirección de: Louise Lafortune, Université du
Québec à Trois-Rivières. CANADA. Vilma Páez Pérez,
Universidad de Holguín. CUBA. Anne Roy, Université du
Québec à Trois-Rivières. CANADA
3:30pm - 5:30pm
2:30pm - 5:30pm
2:30pm -3:30pm
3. Book: COMPETENCIAS Y APRENDIZAJE
DE LENGUAS EN CUBA: PERSPECTIVAS DE
ACOMPAÑAMIENTO Y FORMACIÓN.
Con la dirección de Louise Lafortune, Université du
Québec à Trois-Rivières. CANADA. Vilma Páez Pérez,
Universidad de Holguín. CUBA. Mariane Gazaille,
Université du Québec à Trois-Rivières. CANADA.
4. PLANETA ABUELO/GRANDPA’S PLANET
Rossana Herrero Martín. Cave Hill Campus - The
University of the West Indies. BARBADOS, WI.
Trabajo en Comisiones / Presentation of Papers
S-3. SALA/ROOM 1
Coordinador de sala / Room Chair: Marla Vega Romero
Panel 1. TRANSLATION-INTERPRETATION(Trans/Int 01)
Coordinadora: Marla Vega Romero
SIMPOSIO 3. WEFLA - SECANPROGRAMA CIENTÍFICOMIÉRCOLES / WEDNESDAY
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Trans/Int 01.1 Specialized translation in understudied
languages.
Maria Koliopoulou, [email protected]
Institut für Translationswissenschaft Leopold-Franzens-
Universität Innsbruck, AUSTRIA
Trans/Int 01.2 Dealing with literalness in literary
translation.
Yoenia Iñiguez Ricardo, [email protected], Rebeca
Torres Serrano, University of Holguín, CUBA
Trans/Int 01.3Revisiting translation in the L2 classroom:
can translation strategies help to better meet the
individual needs of students…?
Freeda Wilson, [email protected], University of British
Columbia. Okanagan College. CANADA
Debate
Panel 2. TRANSLATION-INTERPRETATION (Trans/Int 01)
Coordinadora: Anabel González González
Trans/Int 01.4 Elementos que confluyen en el desarrollo
de la competencia estratégica. Un estudio de casos
Marla Vega Romero, [email protected]; Aylene
Rodríguez Sondón. Universidad de Holguín. CUBA
Trans/Int 01.5 El ejercicio profesional del traductor:
una comparación entre traducción y bilingüismo en
discursos del inglés al español
Bianey Vasquez Andalon, [email protected]
Universidad Autónoma de Baja California. MEXICO
Debate
3:30pm- 4:30pm
Panel 3 TRANSLATION-INTERPRETATION (Trans/Int 01)
Coordina: Elizabeth Hierrezuelo García
Trans/Int 01.6 La traducción al servicio de la promoción
de los servicios académicos y la internacionalización de
la educación superior.
Anabel González González, [email protected]
Rosabel González Cruz. Universidad de Holguín. CUBA
Trans/Int 01.7 Interpreting skills: an overlooked feature in
Holguin´s English Language Major.
Elizabeth Hierrezuelo García,[email protected]
University of Holguín. CUBA
Trans/Int 01.8Interpreter’s block.
Rebeca Torres Serrano, [email protected]
Yoenia Iñiguez. University of Holguín. CUBA
Debate
S-3. SALA/ROOM 2
Coordinador de sala / Room Chair: Norma Casanova
Panel 4. SPANISH LANGUAGE TEACHING (SPAN 02)
Coordinadora: Alba Devo
SPAN 02.9 El vos como forma de tratamiento
pronominal en Medellín, Colombia: identidad y
permanencia.
Diana Fernández, [email protected]. Western University.
CANADA
SPAN 02.10 Vox y el hipotético regreso del absolutismo
del castellano: evitando la desaparición del gallego
Giulia Cortiana, [email protected]; Olga Tararova,
[email protected]. Western University. CANADA
4:30pm - 5:30pm
2:30pm -3:30pm
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Debate
Panel 5. SPANISH LANGUAGE TEACHING (SPAN 02)
Coordinadora: Yareira Puig Pernas
SPAN 02.11. BECARIÑO: Creating Curriculum-relevant,
skill-stimulating, topical, culturally sustainable
didactic material for the Spanish advanced class in the
Caribbean.
Rosana Herrero-Martín, rosaana.herrero-martin@
cavehill.uwi.edu. Dept. of Lang, Linguistics and Literature
Cave Hill Campus - The University of the West Indies.
Barbados W.I.
SPAN 02.12. Galería de creadores cubanos para la
enseñanza de E/LE
Yasmina Luisa Hernández Silva, [email protected]
Bárbara Leyva Contreras; Keli Riverón Acevedo
Universidad de Holguín. CUBA.
SPAN 02.13. Estrategia para el perfeccionamiento
curricular de la disciplina estudios psicopedagógicos de
la carrera lengua española para no hispanohablantes
Valodia Pacheco Rivera, [email protected]
Universidad de la Habana .CUBA.
Debate
Panel 6. SPANISH LANGUAGE TEACHING (SPAN 02)
Coordina:Yasmina Hernández Silva
SPAN 02.14 La competencia intercultural en la
enseñanza de ELE: una propuesta necesaria.
Norma A. Casanova Bruzón, [email protected];
Carmen Rosa Rodríguez Curbelo; Edenia Reyes Herrera
3:30pm- 4:30pm
4:30pm - 5:30pm
SPAN 02.15 Contar historias de una manera diferente
Yareira Puig Pernas, [email protected]. Universidad
de la Habana. CUBA
SPAN 02.16 Formación multicultural para estudiantes
sinohablantes de la Universidad de la Habana: Un
modelo de equidad y justicia social.
Valodia Pacheco Rivera, [email protected].
Universidad de la Habana. CUBA
Debate
S-3. SALA/ROOM 3
Coordinador de sala / Room Chair: Ramón Betancourt C
Panel 7. FOREIGN LANGUAGE TEACHING (FLT03)
Coordinadora: Ramón Betancourt Campaña
FLT03.17 English-medium instruction in higher
education and academics as translingual activists
Shelley Taylor, [email protected]. Western University.
CANADA
FLT03.18 From teacher practice to student needs and
back again: how the CEFR/DELF is bringing Canadian
French-as-a-second-language classrooms full circle
Katherine Rehner, [email protected].
University of Toronto Mississauga. CANADA
FLT03.19 English language proficiency and socio-
pragmatic capacity: insights from Canadian adult
language learners.
John Ippolito, [email protected]. York University.
CANADA
Debate
2:30pm -3:30pm
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3:30pm- 4:30pm
4:30pm - 5:30pm
Panel 8. FOREIGN LANGUAGE TEACHING (FLT03)
Coordina:Rafael Rodríguez Devesa
FLT0 3.20 Pedagogía de la cultura en la enseñanza
de lenguas extranjeras a través de las funciones
comunicativas.
Leyre Ruiz de Zarobe, [email protected]
Dep.Filología Francesa/ Univ. del País Vasco (UPV/EHU).
ESPAÑA
FLT0 3.21 Aproximaciones teórico-prácticas a
la competencia comunicativa oral profesional
pedagógica en inglés.
Julio César Rodríguez Peña, [email protected]
Miguel Á. Olivé Iglesias; Rafael Lorenzo M.
Universidad de Holguín. CUBA
FLT0 3.22 Teaching strategies to foster communicative
language learning.
Hortencia Cruz López, [email protected]
Rafael Armando Rodríguez Devesa. University of Holguín.
CUBA
Debate
Panel 9. FOREIGN LANGUAGE TEACHING (FLT03)
Coordina: Julio César Rodríguez Peña
FLT03.23 La competencia comunicativa en inglés con
fines profesionales en el nivel del posgrado.
Laura Maria Barreiro, [email protected].
edu.cu; María del C. Batista González. CUJAE. Habana.
CUBA
FLT03.24 Collaboratively teaching academic English at
Cuban UCLV.
Dianaleis Maza Amores, [email protected]
Universidad Central de las Villas. CUBA
FLT03.25 Glosario de términos para mejorar la capacitación
de los camareros de habitaciones en las Tunas.
Jillian Mora Molina, [email protected]; Glency
Yaimy Ramírez Ferreiro, Lisabel Carmenate Mora
Universidad de las Tunas. CUBA
Debate
S-3. SALA/ROOM 4
Coordinador de sala / Room Chair:
Maela Mariño Pérez
Panel 10. LINGUISTIC STUDIES (LingSt. 04)
Coordina:Jorge Luis Herrera Ochoa
LingSt. 04.26 The acquisition of adverbs in trilingual
children.
Mihaela Pirvulescu, [email protected]
University of Toronto. CANADA; Virginia Hill, University
of New Brunswick; Nadia Nacif, University of Toronto;
Maria Petrescu, Ryerson University; Rena Helms-Park,
University of Toronto Scarborough. CANADA.
LingSt. 04.27 Raising phonological awareness in
the EFL class through the analysis of loanword
adaptations.
Maela Margarita Mariño Pérez, [email protected].
2:30pm -3:30pm
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LingSt. 04.28Clitic intensifier construction corpus: An
initial report.
Michiya Kawai, [email protected]. Huron
University College. Rafael Hernández Batista, Vilma
Páez Pérez, Universidad de Holguín. CUBA. Salvador
Escalante Batista, Universidad de Ciencias Médicas de
Holguín.
Debate
Panel 11 LINGUISTIC STUDIES (LingSt. 04)
Coordina: Ana García
LingSt. 04.29Pasivas con SE en muestras orales de
estudiantes preuniversitarios y de adultos de la norma
culta en Holguín.
Rafael Jorge Hernández Batista, [email protected]
María Karla Casaus Portelles, Aniel Luis Santiesteban
García. Universidad de Holguín. CUBA
LingSt. 04.30Análisis léxico-semántico de la jerga
delincuencial en la ciudad de Holguín.
Yaquelin Cruz Palacios, [email protected]
Universidad de Holguín. Cuba
Debate
Panel 12. LINGUISTIC STUDIES (LingSt. 04)
Coordina: Yaquelin Cruz Palacios
LingSt. 04.31Infinitivo enunciativo pragmático en el
discurso oral. Su uso en los medios holguineros
María del Carmen Suárez Santiesteban, msuarez@uho.
edu.cu
Humberto Cedeño Torres, Karla Álvarez Escalona
3:30pm- 4:30pm
4:30pm - 5:30pm
Universidad de Holguín. CUBA
LingSt. 04.32 La adjetivación en el reportaje
periodístico.
Beatriz Alejandra González, [email protected]
Universidad de Holguín. CUBA
Debate
S-3 SALA/ROOM 1
Coordinador de sala / Room Chair: Matilde Patterson
Panel 13. FOREIGN LANGUAGE TEACHING (FLT03)
Coordinadora: Matilde Patterson
FLT03.33 Una aplicación pedagógica del perfil del
lenguaje bilingüe para promover la autoconciencia
lingüística en el aprendizaje de L2.
Martha Black, [email protected]. Western University.
FLT03.34Comprensión y tratamiento de las
complejidades lingüísticas del inglés en el proceso de
enseñanza-aprendizaje.
Pedro A. Machín Armas, [email protected]; María E.
Ayala Ruiz, Rogelio Ricardo R. Universidad de Holguín.
FLT03.35 Identifying appropriate materials for English
language learners.
Mengyuan Wang, [email protected]. Western
University. CANADA
9:00am - 11:10am
SIMPOSIO 3. WEFLA - SECANPROGRAMA CIENTÍFICOJUEVES / THURSDAY
25
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11:35am -12:35pm
2:30pm -3:30pm
FLT03.36 The role of L1 in L2 learning from the learners’
perspective.
Aretousa Giannakou, [email protected]. University of
Cambridge. United Kingdom
FLT03.37 Stepping stones: Using first language in the
ESL classroom
Kate Paterson, [email protected]. Western University.
Debate
Panel 14. LANGUAGE & CULTURE (FLT03)
Coordinadora: Pedro A. Machín Armas
LanCult 06.38 Cultural identity and how that
corresponds to language barriers.
Marissa Joy Sanquini, [email protected]. Rayan Adam
Ramirez; Sharon Andrea Becerra Pachon. State University
of New York (SUNY) Geneseo. USA
LanCult 06.39 La formación del consumo cultural: una
herramienta indispensable para formar intérpretes
como mediadores culturales.
Virgen Milagros Rodríguez Chávez, [email protected]
Universidad de Holguín. CUBA
Debate
Coordinador de sala / Room Chair:
Hortencia Cruz López.
Panel 15. TEACHER TRAINING & CPD(TTD 05)
Coordinadora: Hortencia Cruz López
TTD 05.40 Changing rules, changing roles: challenges
for language teachers in the 21st century.
Anna Saroli, [email protected]
Department of Languages and Literatures. Acadia
University. CANADA
TTD 05.41 Foreign Language University Teachers: Who
they are, what they do, what to do for them.
Liliana del Pilar Gallego Castaño, liliana.gallego@ucaldas.
edu.co. Universidad de Caldas. COLOMBIA
TTD 05.42 Helping schoolteachers find ways towards
professional development.
Matilde Patterson Peña, [email protected]. Universidad
Central de las Villas; Marisol Patterson (UCI). CUBA.
Debate
Panel 16. TEACHER TRAINING & CPD (TTD 05)
Coordinadora: Anna Saroli
TTD 05.43Potentialities and challenges of the
new teaching-learning policy of English in Cuban
universities.
Rafael Armando Rodríguez Devesa, [email protected].
cu; Hortencia Cruz López. Universidad de Holguín. CUBA
TTD 05.44Preparing English student-teachers to use
ELT materials efficiently in the Cuba context
Alfredo Camacho, [email protected]. Universidad
Central de las Villas. CUBA
TTD 05.45The effective curriculum design for English
teachers’ professional development in Cuba
Yunelsys Hechavarría Creach, [email protected]
Vilma PáezPérez, [email protected]. Universidad de
Holguín. CUBA
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Debate
Panel 17. TEACHER TRAINING & CPD (TTD 05)
Coordinadora: Alfredo Camacho
TTD 05.46 The Use of CLIL to teach English and
teaching practice related subjects at UNAE, Ecuador.
Uvaldo Recino Pineda, [email protected]
Diego Quishpe Cajas; Hazel Acosta Candungog
Universidad Nacional de Educación. Parroquia Javier
Loyola. UNAE. ECUADOR
TTD 05.47 Concepción de la práctica pre-profesional
integradora en las carreras de educación de la ULEAM -
Ecuador.
Jackeline Terranova, [email protected]
ULEAM. ECUADOR
TTD 05.48 Empleo efectivo de la evaluación del
aprendizaje formativo contextualizado en las carreras
con enfoque humanista.
Yohannia Ochoa Ardite, [email protected]; Juana
María Guerra Arencibia; Universidad de Holguín. CUBA
Andria Torres Guerra; Universidad de Ciencias Médicas
de Holguín. CUBA
Debate
S-3 SALA/ROOM 2
Coordinador de sala / Room Chair:
Pedro A. Machín Armas
Panel 18. LANGUAGE AND CULTURE (LanCult06)
Coordinadora: María del Carmen Batista
4:30pm - 5:30pm
9:00am -11:10am
11:35am - 12:35am
LanCult 06.49 Using Language to navigate belonging:
The case of second generation youth in Canada.
Mona El Samaty, [email protected]
University of Toronto. CANADA
LanCult06.50Language attrition and preservation:
Spanish as heritage language in universities in Ontario.
Jianmin Zheng, [email protected]; Olga Tararova Western
University. CANADA
LanCult06.51Spanish-English T-shirt inscriptions:
The humor and stereotypes in bilingual puns and
wordplays.
Gabriella Morvay, [email protected]; Borough of
Manhattan Community College, The City University of
New York .USA
Debate
LanCult 06.52 The power of religion: maintaining
Arabic in non-Arabic-speaking countries.
Tarek Faid, [email protected]. Western University. CANADA
LanCult 06.53 De la mitología a la ilustración”: una
perspectiva de la evolución del sentimiento mágico-
religioso hacia una emoción estética.
Renos Dossous, [email protected]. Ottawa. CANADA
Debate
Panel 19. SPANISH LANGUAGE TEACHING (SPAN 02)
Coordinadora: Beatriz González Garcell
SPAN 02.54 La enseñanza y el aprendizaje de lenguas
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extranjeras basados en múltiples géneros: un enfoque
interaccional
Denise Mohan, [email protected]. Universidad de
Guelph. CANADA
SPAN 02.55 La clase invertida: un enfoque dinámico
e interactivo
Ana García, [email protected]. Western University.
CANADA
Debate
Coordinador de sala / Room Chair:
Amable Faedo Borges
Panel 20 FOREIGN LANGUAGE TEACHING (FLT03)
Coordinadora: Eduardo Pérez Novo
FLT03.56 An interventionist approach to language
study abroad.
Meredith McGregor, [email protected]
Western University, CANADA
FLT03.57 Language barriers in international
academic exchanges.
Sharon Andrea Becerra Pachon, [email protected]
Mazer Noah Dylan, Rayan Adam Ramirez. State University
of New York. Geneseo. USA
FLT03.58 TIES: 4 años de alianzas estratégicas.
Mejores prácticas.
Yudith Fernández Bermúdez, [email protected]
Dayni Deysi Díaz Mederos, Teresita Llevy, Lehman
College. USA. Universidad de Cienfuegos. CUBA
Debate
2:30pm -3:30pm
Panel 21. FOREIGN LANGUAGE TEACHING (FLT03)
Coordinadora: Yudith Fernández Bermúdez
FLT03.59 TOEFL IBT training course in the Cuban
context.
Eduardo Pérez Novo, [email protected]. University of
Cienfuegos. CUBA
FLT03.60 So you want to be a writer” - A creative
writing workshop for EAP students
Kris Mirski, [email protected]. English Lang Institute, Univ
British Columbia, CANADA
FLT03.61 The impact of corrective feedback on
reference cohesion in second language writing
Mohammed Almazloum, [email protected]. Western
University. CANADA
Panel 21. Language & Education (FLT03)
Coordinadora: Maribexi Calcerrada
FLT03.62 La práctica reflexiva en el desempeño de la
competencia escrita en lengua extranjera.
Adalberto Buenaventura Fonseca, [email protected]
Aurora García Gutiérrez. Universidad de Holguín. CUBA
FLT03.63 Intervenciones en Psicología de la orientación: su
complejidad en un mundo de continuas transformaciones
María Corina Tejedor, [email protected],
Univ. Nacional de San Luis, ARGENTINA; Leandro Pablo
María Legaspi,[email protected], Univ. de
Buenos Aires, ARGENTINA; Rafael Lorenzo Martin,
[email protected], Universidad de Holguín
FLT03.64 Tareas psicopedagógicas para el
3:30pm- 4:30pm
4:30pm - 5:30pm
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aprendizaje en la formación inicial del enfermero.
Jesús Yubagni Rezabala Villao, [email protected]
Universidad Laica Eloy Alfaro de Manabí. ECUADOR;
María de los Ángeles Mariño, [email protected].
Universidad de Holguín. CUBA
Debate
S-3 SALA/ROOM 3
Coordinador de sala / Room Chair: Rita Cepero Pavón
Panel 22 FRENCH LANGUAGE TEACHING (FrLT07)
Coordinadora: Mireille Hutchinson
FrLT07.65 Les jumelages interculturels dans
l’enseignement des langues secondes
Marie-Cecile Guillot, [email protected]
Université du Québec à Montréal (UQAM). CANADA
FrLT07.66 Spécificités culturelles et perspectives
didactiques a l’école Marocaine
Mohamed El-Halfaoui,
[email protected]. Université Sidi
Mohamed Ben Abdellah (USMBA). MOROCCO
FrLT07.67 Pour un pluralisme de la Francophonie
canadienne à travers de l’œuvre de Dany Laferrière
Bernard Delpêche, [email protected]
Département des Langues et Littératures. Acadia
University. CANADA
FrLT07.68 Dérespecter les vieux de guinée: vodou,
class, and citizenship in Haitian literature.
Katherine Augustin-Billy, [email protected].
Centenary College of Louisiana. USA
FrLT07.69 Transcendance dupatrimoine
9:00am - 11:10am
culturel franco-haïtien pour la culturede la
province de Holguín.
Rita Cepero Pavón, [email protected]. Universidad de
Holguín. CUBA
Panel 23 FRENCH LANGUAGE TEACHING (FrLT07)
Coordinador: Leonardo Cano Mora
FrLT07.70 L’altérité à l’ère de la mobilité.
Moussa Zouaoui, [email protected]; Faculté de Droit
et sciences politiques, Université de Sétif 2. ALGERIE
FrLT07.71 L’importance de la coopération aux
étudiants en enseignement, en psychologie ou en
travail social.
Reinelde Landry, [email protected]; UQTR.
CANADA.
FrLT07.72 L’importance du travail corporel en
apprentissage de l’expression orale en FLS.
Laurence Thibault, [email protected]
University of Ottawa, CANADA
Coordinador de sala / Room Chair: Leonardo Cano
Panel 24. FRENCH LANGUAGE TEACHING (FrLT07)
Coordinador: Bernard Delpêche
FrLT07.73L’alternance langue maternelle / langue
seconde dans une classe de français - le contexte
marocain.
Mohamed El-Halfaoui,
[email protected]; Université Sidi
Mohamed Ben Abdellah (USMBA). MOROCCO
FrLT07.74 Un glossaire de termes familiers et
2:30pm -3:30pm
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populaires de Holguín pour les visiteurs Québécois.
Leonardo Cano Mora, [email protected],
Yuliet Fernández Rodríguez, Universidad de Holguín
FrLT07.75Dictionnaire ou non dans les Tests et les
Examens de Traduction.
Ibada Hilal, [email protected]; Département de langue et
littérature française University of Jordan, Amman.
Panel 25. FRENCH LANGUAGE TEACHING (FrLT07)
Coordinador: Eva Laurent de Valors
FrLT07.76 (Dé)construction du ‘réel-fiction’ et
formation de la ‘zone grise’ chez Maryse Condé et
Kangni Alem.
Kodjo Adabra, [email protected]; State University of
New York. Geneseo.USA
FrLT07.77Les agentsidentitaires des familles à
traversSoleil et Bonheur
Guillaume Leclaire-Marceau,
[email protected]; University
of Sherbrooke. CANADA
Frlt07.78 Tactiques d’enfants dans leur quête de
contrôle : un espace hostile dans le roman Les
enfants Beaudetd’IsabelVaillancourt
Catherine Dubé, [email protected];
University of Sherbrooke. CANADA
Panel 25. FRENCH LANGUAGE TEACHING (FrLT07)
Coordina: Rita Cepero Pavón
WORKSHOP: Comment opérationnaliser la
3:30pm- 4:30pm
4:30pm - 5:30pm
responsabilisation des étudiants dans des programmes
de langue? Développer et partager les connaissances –
la responsabilisation par la création pédagogique
Frlt07.79 Développer et partager les connaissances – la
responsabilisation par la création pédagogique.
Nandini Sarma, [email protected]
Frlt07.80 L’autoévaluation comme moyen de
responsabilisation dans les cours de français oral.
Frenand Leger, [email protected]
Frlt07.81 La déclaration d’intention langagière comme
moyen de responsabilisation en écriture.
Chantal M. Dion, [email protected]
Frlt07.82 Responsabilisation des étudiants au niveau du
cursus de français.
Randall Gess, [email protected]; Carleton University.
Debate
S-3 SALA/ROOM 4
Coordinador de sala / Room Chair: Patricia Rodríguez
Panel 26. LANGUAGE TEACHING AND
TECHNOLOGY (LTT08)
Coordinadora: Dianaleis Maza
LTT08.83 Reading comprehension software to first year
students of the English language major.
Ricardo Lucas Becerra Franco,
[email protected]; Daimara Davis Bencomo,
Nelson Hidalgo Ríos, Universidad de Camagüey.
9:00am - 11:10am
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11:35am-12:35am
LTT08.84 Assessing language and communication
bilingual skills in a real world.
Dayni Deysi Díaz Mederos, [email protected]
Yudith Fernández Bermúdez, Katia Bárbara Coronado Fi,
Erika Rodríguez Kight. Universidad de Cienfuegos, CUBA.
LTT08.85 El pensamiento crítico: una vía efectiva
para maximizar las oportunidades que ofrecen las
tecnologías de la información al proceso formativo en
las universidades.
Ramón Betancourt Campaña, [email protected];Virgen
Milagros Rodríguez Chávez, Universidad de Holguín.
Debate
LANGUAGE AND SOCIETY (L&Soc08)
L&Soc08.86 The menthal health of Latino Immigrant
farmworkers in the northern borderlands of the
United States.
Melanie Angel Medeiros, [email protected]
State University of New York at Geneseo, USA.
L&Soc08.87 Immigrant Farmworker’s Experiences with
Language Access in Health Care in upstate New York
Jennifer Guzman, [email protected]
Jessica Friedman; Melanie Angel Medeiros. State
University of New York at Geneseo, USA.
Panel 27 FOREIGN LANGUAGE TEACHING (FLT03)
Coordina: Patricia Rodríguez Síntes
FLT03.88 La didáctica de la comprensión auditiva: retos
y perspectivas.
Jorge Luis Herrera Ochoa, [email protected];
Universidad de Oriente, CUBA
FLT03.89 Potencialidades linguodidácticas de
la inferencia auditiva del significado de palabras
internacionales del inglés en hispanoparlantes.
Amable Faedo Borges, [email protected]; Universidad de
Holguín; Kaylen del Carmen Faedo Nieto, Universidad de
Ciencias Médicas. Holguín. CUBA
FLT03.90 I cannot hear but you don’t listen!
Unveiling hard of hearings students’ experiences and
perspectives toward ELL
Laura Florez, [email protected],
Universidad Distrital Francisco José de Caldas. Bogotá.
Coordinador de sala / Room Chair: Richard Becerra
Panel 28. FOREIGN LANGUAGE TEACHING (FLT03)
Coordinador: Olga Tararova
FLT03.91 EFL teachers’ and students’ perceptions of
high-stakes test preparation.
Shahrzad Saif, [email protected]; Laval University.
FLT03.92 Fostering the speaking skill through
debates from reading comprehension lessons in
first year students.
Lilian Patricia Rodríguez Síntes, [email protected]
University of Holguín. CUBA
POSTER SESSION
Coordina: Richard Becerra
1. Teaching students to read research
Christopher Sapp, [email protected]
University of Mississippi, USA
Vilma Páez Pérez, [email protected]
Yunelsys Hechavarría Creach, [email protected]
2:30pm -3:30pm
3:30pm- 5:30pm
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Universidad de Holguín. CUBA
2. For Cuban Doctors to work abroad: Doctor-Patient
Medical Interview hints
Salvador Escalante Batista, [email protected]
Pablo Romero Ricardo
University of Medical Sciences of Holguín. CUBA
3. Generating an inclusive bilingual classroom with
ADHD students at elementary school using ICT
Iliana Alderete Muñuzuri, [email protected]
Benemérita Universidad Autónoma de Puebla (BUAP).
4. A ten-elements methodological tool in promoting
CLIL in teaching professional and English proficiency
subjects.
Uvaldo Recino Pineda, [email protected]
Hazel Acosta Candungog, Diego Cajas Quishpe,
Universidad Nacional de Educación. Parroquia Javier
Loyola. UNAE. ECUADOR
S-3 SALA/ROOM 1
Coordinador de sala / Room Chair: Rafael Rodríguez Devesa
Panel 29. LINGUISTIC STUDIES (LingSt. 04)
Coordinador: Rafael Rodríguez Devesa
LingSt.04.93 Franco- Ontarians’ prosodic rhythm in
French and English.
Jeff Tennant, [email protected]; Western University.
CANADA
9:00am - 10:00am
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LingSt. 04.94 Neo-Lexicalist Approach to English Finite
Verbal Morphology.
Michiya Kawai, [email protected]; Huron University
College. CANADA
Debate
SPANISH LANGUAGE & LITERATURE (SPAN Lit 09)
Coordina: Adonay Bárbara Pérez Luengo
SPAN Lit 09.95 “La identidad cultural en la diáspora en
el Quijote, el caso de Ricote.”
Haydée Sainz Gimeno, [email protected]
SPAN Lit 09.96 Mujeres en llamas: subversión de la
figura de las mártires a través de la resistencia y el
activismo en el Romance de la Rubia Negra de Gabriela
Cabezón Cámara
Victoria Jara, [email protected]; Western University,
CANADA/ ARGENTINA
SPAN Lit 09.97 El mundo simbólico de Leonora
Carrington.
Alba Devo Colis, [email protected]; Western University.
Debate
Coordina: Alba Devo Colis
SPAN Lit 09.98 Ernesto’s journey of individuation: a
Jungian analysis of Los Ríos Profundos of José María
Arguedas.
Luis Miguel Herrera Bejines, [email protected]
Western University. CANADA
10:00am - 11:00am
11:15am - 11:30am
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SPAN Lit 09.99 Habitando fronteras americanas,
construyendo identidades.
Jose Luis Jaimes-Domínguez, [email protected]
Western University. CANADA
Debate
2:30pm - 5:30pm
2:30pm -3:30pm
Trabajo en Comisiones / Presentation of Papers
S-3. SALA/ROOM 5
Coordinador de Sala/ Room Chair:
Paul Sarmiento Blanco
Panel 1. HISTORY AND SOCIETY (SECAN HIST/SOC 01)
Coordinador: Victor Aguilera
SECAN Hist/Soc 01.1Terrorismo, genocidio y
negacionismo: los sustentos discursivos de la historia
SIMPOSIO 3. WEFLA - SECANPROGRAMA CIENTÍFICOMIÉRCOLES / WEDNESDAY
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oficial post dictadura proceso de reorganización
nacional (1976-1983)
Omar Basabe, [email protected]; Saint Thomas University of
New Brunswick. CANADA
SECAN Hist/Soc 01.2Manitobaen pie de guerra
Rafael Cárdenas Tauler, [email protected]
Universidad de Holguín. CUBA
Panel 2. CANADIAN POLITICAL ECONOMY: PAST,
PRESENT & FUTURE(S) (SECAN PolEc 02)
Coordina: Osmani Feria García
SECAN PolEc 02.3 Tweaking Canada’s external
Constitution: Trump and Nafta 2.0
Stephen McBride, [email protected]; McMaster
University. CANADA
SECAN PolEc 02.4 Resisting low-waged Work: The
struggle for living wages in Canada
Carlo Fanelli, [email protected]; York University. CANADA
SECAN PolEc 02.5We were fierce: a history of Aids
activism in Canada and the Political Economy of Health
Priscillia Lefebvre, [email protected]; Dept of
Sociology, Okanagan College, BC. CANADA
Panel 3. SECAN PolEc 02.
Coordina: Rafael Cárdenas Tauler
SECAN Can.PE 02.6Independent Work in Quebec:
Autoethnography and Unionism
ÉLISE ROSS-NADIÉ, [email protected]
Concordia University. CANADA
3:30pm - 4:30pm
4:30pm - 5:30pm
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SECAN Can.PE 02.7 To deal or not to deal? That was the
Question
Osmani Feria García, [email protected]; CISAT, Holguín
Reinaldo Rodríguez Parra; University of Holguín. CUBA
S-3 SALA /ROOM 6
Coordinador de Sala/ Room Chair:
María del Carmen Quiñones Pantoja
Panel 4. SECAN Hist/Soc 01
Coordina: Carlos Córdova Martínez
SECAN Hist/Soc 01.8 La personalidad jurídica
internacional de Canadá desde la visión cubana en la
segunda posguerra.
Paul Sarmiento Blanco, [email protected]
Universidad De Holguín. CUBA
SECAN Hist/Soc 01.9Harold Adams Innis y Fernando
Ortiz: acercamiento a sus vidas y obras
David Gómez Iglesias, [email protected]
Universidad de Holguín. CUBA
SECAN Cuba/Can Hist03.10Mariano Brull: El primer
embajador cubano en Canadá, diplomacia y cultura de
ambos pueblos
Leidiedis Góngora Cruz, [email protected]
Paul Sarmiento Blanco; Universidad de Holguín. CUBA
Debate
Panel 4 SECAN Cuba/Can Hist 03
Coordina: David Gómez Iglesias
2:30pm - 15:30pm
3:30pm -4:30pm
4:30pm - 5:30pm
9:00am - 10:00am
SECAN Hist/Soc 01.11Cuba en los estudios
humanísticos y de las Ciencias Sociales universitarios
de Canadá
Adrian Ludet Arévalo Salazar, [email protected];
Universidad de Holguín. CUBA
SECAN Hist/Soc 01.12 Las relaciones económicas y
comerciales entre Canadá y Cuba entre 1867-1945
María del Carmen Quiñones Pantoja,
[email protected]; Celia Del Carmen Hernández
Arias, Universidad de Holguín. CUBA
PANEL ESPECIAL (P-S1)
Coordina:Vladimir Pita Simon
(P-S 1) La Constitución cubana y el derecho
internacional
Fabio Marcelli, [email protected]; Instituto de
Estudios Jurídicos Internacionales del Consejo Nacional
de Investigaciones Italiano
S-3 SALA/ROOM5
Coordinador de Sala/ Room Chair:Yunelsys Hechavarría
Panel 1 Canadian Society/ Education (SECAN Can/Soc 03)
Coordina: Yunelsys Hechavarría Creach
SECAN Can/Soc 03.13Rethinking, Reframing and
Reimagining Counter-Extremism and Counter-
Radicalization Education: A view from Canada
Adeela Arshad-Ayaz, [email protected]
Concordia University. CANADA
SIMPOSIO 3. WEFLA - SECANPROGRAMA CIENTÍFICOJUEVES / THURSDAY
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SECAN Can/Soc 03.14Caneducational technology act
as a bridge between different educational and societal
milieus in the overall context of transfer of knowledge
and skills?
M. Ayaz Naseem, [email protected]
Concordia University. CANADA
SECAN Can/Soc 03.14.1 Finally recognized, soon
forgotten: the destruction of residential schools
survivors’ testimonies after 15 years.
Myriam Bals, [email protected]
Laurentian University. CANADA
PANEL CANADIAN SOCIETY/ GENDER (SECAN CAN/
SOC 03)
Coordina: Louise Lafortune
SECAN Can/Soc 03.15 Unpacking diversity and gender
in Canadian leadership
Nombuso Dlamini, [email protected]; York
University. CANADA
SECAN Can/Soc 03.16Addressing domestic violence:
United States and New York State, achievements and
under-achievements
Joanna Henrieta Margaret Kirk, [email protected]; State
University of New York at Geneseo. USA
SECAN Can/Soc 03.17Addressing domestic violence:
Monroe and Livingston counties, NY, achievements and
under-achievements
Caitlin Marie Williams, [email protected]; State
University of New York at Geneseo. USA
10:00am - 11:00am
PANEL CANADIAN SOCIETY/ GENDER (SECAN CAN/
SOC 03)
Coordina: Nombuso Dlamini
SECAN Can/Soc 03.18 “Descendants of the
original lords of the soil”: gender, and an
indignant model of Métis nationhood
Daniel Voth, [email protected]; University of
Calgary, CANADA
SECAN Can/Soc 03.19Addressing White settler
women and the gendered dynamics of Canada’s
settler colonial history
Sidney Krill, [email protected]; University of Calgary,
SECAN Can/Soc 03.20 The place of two spirit
peoples in discourses of reconciliation: a study of
Canada’s Truth and Reconciliation Commission
and Just Society Report.
Ryan Crosschild, [email protected]
University of Calgary, CANADA
PANEL ESPECIAL 2: BOOK PRESENTATION
Coordina: Salvador Escalante Batista
5. PLANETA ABUELO/GRANDPA’S PLANET
Rossana Herrero Martín
Cave Hill Campus - The University of the West Indies.
BARBADOS
6. Book: CUBA: Contextualizing a Vibrant History
Wright, N. Winterdyk, J., Páez Pérez, V. (Eds.)
Nancy Wright. Professional Editor/Translator. Part-time
student at University of Sherbrooke. CANADA
11:35am - 12:35pm
2:30pm - 3:30pm
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Ms. Wright will be presenting onn an edited collection
about Cuba that will be published in the coming months.
Authors: A group of Professors from the University of
Holguín. CUBA
7. Book: Enfoque de género para lograr más equidad.
Louise Lafortune, Université du Québec à Trois-Rivières.
CANADA; Vilma Páez Pérez, Universidad de Holguín.
CUBA; Anne Roy, Université du Québec à Trois-Rivières.
8. Libro: Competencias y aprendizaje de lenguas en
Cuba: perspectivas de acompañamiento y formación
Louise Lafortune, Université du Québec à Trois-Rivières.
CANADA; Vilma Páez Pérez, Universidad de Holguín.
CUBA; Mariane Gazaille, Université du Québec à Trois-
Rivières. CANADA
- Acompañamiento en el desarrollo de competencias
para el aprendizaje de lenguas.
Louise Lafortune, UQTR y Vilma Páez Pérez, UHo, CUBA
- Marco de competencias para el aprendizaje de
lenguas. Dimensiones cognitiva, sociocultural y
reflexiva
Louise Lafortune, UQTR. CANADA y equipo de
profesores del Centro de Idiomas. UHo. CUBA
- El perfeccionamiento de las competencias
profesionales de los futuros profesores de idiomas: la
contribución non verbal
Mariane Gazaille, UQTR. CANADA y Vilma Páez Pérez.
- Enseñar el lenguaje de las emociones en las clases de
idiomas: retos y método(s)
Françoise Masuy, Universidad Louvain-La-Neuve, Bélgica
- Construcción de la identidad y del liderazgo a través
el lenguaje profesional
Reinelde Landry, Quebec. CANADA
S-3 SALA / ROOM 6
Coordinador de Sala/ Room Chair: Adonay Pérez Luengo
Panel SECAN Literat/04
Coordina: Adonay Pérez Luengo
SECAN Literat/04.21An unimaginable community: The
threat of representing symbolic unity among the poor
in the Americas.
Roxanne Rimstead, [email protected]; University
of Sherbrooke. CANADA
SECAN Literat/04.22 Ian Angus’ a border within a
generation later.
Robert Schwartzwald, [email protected]
University de Montréal. CANADA
SECAN Literat/04.23 Metaphysical space through the
transhumanist spectrum in Fifteen Dogs by André Alexis
Eva Laurent de Valors, [email protected];
University of Sherbrook. CANADA
SECAN Literat/04.24 Cubaand Canada: Chosen Places
in John B. Lee’s Work.
Adonay Pérez Luengo, [email protected]
Universidad de Holguín; Manuel Velázquez León,
[email protected], Universidad de Shantou. CHINA
Alison González Cuba, [email protected]
SECAN Literat/04.25Canada Cuba Literary Alliance
Authors: People, Places, Nature and Time
9:00am - 11:10am
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Miguel Olivé Iglesias, [email protected]; Universidad
de Holguín. CUBA
PANEL 4 SECAN LITERAT/04 (POETRY READING)
Coordina: Roxanne Rimstead
SECAN Literat/04.26 Des Ecritures en Partage: France
Theoret et Patricia Smart, Poesie, Roman et Essai
Pat Smart, [email protected], Université de Carleton.
France Théoret, [email protected], Montreal.
Panel 4. SECAN LITERAT/04 (POETRY READING)
Coordina: Miquel Olivé Iglesias
SECAN Literat/04.27 Marvin Orbach, Merle Amodeo:
Canadian Poets, Universal Poets
Miguel Olivé Iglesias, [email protected]
Presidente Alianza Literaria Cuba-Canadá (CCLA)
Universidad de Holguín. CUBA
SECAN Literat/04.28 Book of Poems: AFTER LOVE
Merle Amodeo, [email protected]
Canadian Poet (member of the CCLA). CANADA
Panel 4. SECAN LITERAT/04
Coordina: Leidiedis Góngora
SECAN Literat/04.29Estudio semántico - pragmático de
la obra el Pan de la guerra, como manifestación de los
nuevos senderos de la literatura canadiense del siglo XXI.
Dalquis María Rodríguez Díaz, [email protected]
José Reinaldo Marrero Zaldívar, Belquis Estévez Verdecia
Universidad de Holguín. CUBA
SECAN Literat/04.30 El proceso de formación de la
identidad cultural en los pueblos nuevos.
Carlos Antonio Córdova Martínez, [email protected]
1135am -12:35pm
2:30pm - 3:30pm
3:30pm - 4:30pm
4:30pm - 5:30pm
Orlando Cedeño Almaguer, orlandocedeno99@gmail.
com;Universidad de Holguín. CUBA
Coordina: David Gómez Iglesias
SECAN Hist/Soc 01.31El multiculturalismo en Canadá:
su manejo desde la web por medios de comunicación
globales
Yudith Rojas Tamayo, [email protected]; University of
Holguín. CUBA
SECAN Hist/Soc 01.32 La diversificación de las
ofertas culturales al turismo canadiense, ante nuevo
escenario de la industria turística cubana
Orlando Cedeño Almaguer, [email protected];
Carlos Antonio Córdova Martínez, Universidad de Holguín.
S-3 SALA/ROOM 2
Coordinador de Sala/ Room Chair: Marla Vega R
PANEL 5. Relaciones Cuba-Canadá (SECAN Cub-Can 05)
Coordina: Marla Vega
SECAN Cub-Can 05.33 Análisis de las relaciones Cuba-
Canadá a través de la iconografía de Fidel Castro Ruz
Victor Alejandro Aguilera Nonell, [email protected]
Yarina Carballo Guerrero; Universidad de Holguín.
SECAN Cub-Can 05.34 Las relaciones Cuba-Canadá
desde la perspectiva del diplomático cubano Calixto
Manuel Íñiguez Salazar.
Yarina Carballo Guerrero, [email protected]
Victor Alejandro Aguilera Nonell, Carlos Alberto
Almaguer Nonell; Universidad de Holguín. CUBA
9:00am - 10:00am
SIMPOSIO 3. WEFLA - SECANPROGRAMA CIENTÍFICOVIERNES / FRIDAY
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Panel . SECAN CUB-CAN 05.34
Coordina: Victor Alejandro Aguilera
SECAN Cub-Can 05.35 How can we connect and
communicate between cultures, peoples and ideas in
this damaged, turbulent world to be able to share, grow
and heal?
Susie Veroff, [email protected]; Cegep Marie
Victorin. Montreal. CANADA
SECAN Cub-Can 05.36 Canadian-Cuban Solidarity in
the Last Five Years
Elianis Páez Concepción,
[email protected]; Vilma Páez Pérez,
[email protected]; Linda McDowell,
[email protected], Canada-Cuba Solidarity
Network. CANADA
SECAN Cub-Can 05.37 Relaciones Cuba-Canadá: Papel
de Canadá en las relaciones Cuba-USA
Salvador Escalante Batista, [email protected]
Universidad de Ciencias Médicas de Holguín. CUBA
10:00am - 11:10am
