PROGRAMA GENERAL

Abril 24-26,2019

Universidad de Holguín

CUBA

Cursos Pre-eventos: 22 y 23 de abril de 2019

Post-eventos: 29 y 30 de abril de 2019

Lunes / Monday 22/04

8:00 hs Acreditación 9:00 - 12:30 hs Cursos y Talleres Pre-eventos// / Pre-conference courses and workshops Lugar / Place: Campus Celia Sánchez Manduley. Universidad de Holguín

13:00 pm a 16:00 hs Acreditación para delegados de la Universidad de Holguín

Lugar: Campus Celia Sánchez Manduley. Local: Hotelito Edif. 1

Martes / Tuesday 23/04

9:00 am a 12:30 hs Cursos y Talleres pre-conferencia / Pre-conference courses and workshops

Lugar / Place: Campus Celia Sánchez Manduley. Universidad de Holguín.

15:00 hs. Acreditación delegados extranjeros / Registration foreign delegates.

Lugar / Place: Main Lobby. Bungalows

16:30 hs. Reunión con delegados extranjeros / Meeting with foreign delegates.

Lugar/Place: Main Lobby. Bungalows

Miércoles / Wednesday 24

8:30 hs Acreditación para delegados cubanos y extranjeros / Registration for Cuban and Foreign Delegates.

Lugar/Place: Main Lobby. Bungalows 9:00-11:10 hs Sesión Plenaria/ Plenary session: Inauguración IX Conferencia Científica Internacional UHO

Lugar/Place: Salón principal / Main room Guardalavaca Hotel o RANCHON bungalows

11:15 -11:30 hs Coffee break

11:35-12:35 hs 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 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, smarin@etsglobal.org. 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 thsough 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.

12:40 – 14:25 hs Almuerzo / Lunch

2:30 – 17:30 hs 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)

17:35 – 18:35 hs Coctel de Bienvenida / Welcome Coktail

Lugar/Place: Ranchón Bungalows

21: 00 hs Recreación según programa del hotel / Hotel Entertainment Program

Jueves / Thursday 25

Sala 1

9:00 am – 9:40 am Keynote: 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.

Professor: Hal Klepak, klepak_h@hotmail.com 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.

9:50-11:10 hs Panel: Cuba-Canada Relations

11:15 -11:30 hs Coffee break

11:35-12:35 hs 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 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)

9:50-11:10 hs Trabajo en Comisiones / Presentation of Papers //

12:40 – 14:25 hs Almuerzo / Lunch

14:30 – 17:30 hs Trabajo en Comisiones / Presentation of Papers. //Presentación de libros /Book Presentation // Poster Session

20:00 – 20:45 hs: GALA

Viernes / Friday 28

9:50-11:10 hs Trabajo en Comisiones / Presentation of Papers / Workshops

11:15 -11:30 hs Coffee break

11:35 am – 12:35 hs 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, sacoose@fnuniv.ca. 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 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."

12:40 pm – 14:25 hs Almuerzo / Lunch.

14:30 pm – 3:30 pm Sesión Plenaria// Plenary Session (Clausura WEFLA-SECAN)

Salón Principal / Main Room Guardalavaca Hotel

15:40 hs: Clausura 9CCI-UHO

16:35 hs: Regreso a la ciudad / Return to the city

Lunes/ Monday 29 y Martes/ Tuesday 30 de abril de 2019

Cursos y Talleres post-conferencia / Post-conference courses and workshops

Lugar: Sede Celia Sánchez Manduley. Universidad de Holguín

Hora/Time: 9:00 am- 12:30 pm

List of Pre-Conference and Post-Conference Courses and Workshops

Lunes/Monday 22

9:00 a.m -12:30 pm: Cursos y Talleres pre-conferencia / Pre-conference courses and workshops

Lugar: Universidad de Holguín. Campus Celia Sánchez Manduley

Curso 1: 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

OBJETIVO: Presentar prácticas pedagógicas innovadoras en la enseñanza de la cultura y la lengua española

CONTENIDO: 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, agarcia@uwo.ca 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, dferna52@uwo.ca 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.

Alba Devo Colis, adevo@uwo.ca

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. vjara@uwo.ca

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.

Curso 2: 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 thsee 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.

Professor: Dr. Michiya Kawai, mkawai@huron.uwo.ca, 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. 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.

Curso 3: The Design of Intensive English Courses Coordinador: 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.

Professor: *Tracy Koslowski, tlcase@olemiss.edu. 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 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 thsee 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

Curso 4: Los retos del joven ante el desarrollo sociocultural contemporáneo. Coordinadora: Marybexy Calcerrada Gutiérrez OBJETIVO: Exponer los retos del joven ante el desarrollo sociocultural contemporáneo. CONTENIDO: Procesos dinámicos de la juventud en el marco del desarrollo sociocultural contemporáneo.

Profesora: Gloria Fariñas León, glofaleon2009@gmail.com Dra. en Ciencias Psicológicas, Dra. Cs. Profesora e Investigadora Titular. Profesora Invitada de la Universidad de Lasalle, Guanajuato, Bajio. 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.

Martes/Tuesday 23

9:00 a.m -1:00 pm: Cursos y Talleres pre-conferencia / Pre-conference courses and workshops Lugar: Universidad de Holguín. Campus Celia Sánchez Manduley Curso 5: 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 thsough student-centred to guided/self-directed learning and teaching. The workshop 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.

Keywords: FLT pedagogy; learning styles; learning strategies; teacher/student roles

Anna Saroli, anna.saroli@acadiau.ca

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.

Curso 6: 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. 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.

Élise Ross-Nadié, elise.ross.nadie@gmail.com 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."

Curso 7: a) 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 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.

Roxanne Rimstead, rrimstead@sympatico.ca

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 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.

b) 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 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, laue3004@usherbrooke.ca, 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.

Curso 8: “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 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.

Robert S. Schwartzwald, schwartzwald@umontreal.ca 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-winning film C.R.A.Z.Y. (Arsenal

Pulp, 2015).) He is a recipient of the Governor General’s International Award for Canadian Studies.

Curso 9: 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.

Catherine Dubé, catherine.dube3@usherbrooke.ca, 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, Guillaume.Leclaire-Marceau@Usherbrooke.ca, 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.

Curso 10: The role of relationship in indigenous reconciliation. Building blocks to agreements

Coordinadora:

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 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.

Troy Chaifoux. troygc1@hotmail.ca

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.

Curso 11: Métodos etnográficos y ética

Coordinador: Marybexy Calcerrada Gutiérrez OBJETIVO: Entrenar en habilidades de la metodología cualitativa en el marco de un referente ético. CONTENIDO: Éticas y métodos en la realización de entrevistas cualitativas.

Profesora: Melanie A. Medeiros, medeiros@geneseo.edu Assistant Professor of Anthsopology. Coordinator, Sociomedical Sciences program. Co-coordinator, Latin American Studies minor. Department Anthsopology. SUNY Geneseo. Autora del libro Marriage, Divorce and Distress in Northeast Brazil. Black women´s perspective on love, Respect, and kinship.

Lunes/Monday 29

Cursos Post/evento: 9:00 a.m -12:30 hs

Lugar: Sede Celia Sánchez Manduley

Curso 10: Leadership Pedagogique des Directions D’etablissement Scolaire (DES)

Coordinadora: Traductora: Rebeca Torres Serrano

Resumé : 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? Resumen: La investigación realizada por Landry (2012) ha identificado características de liderazgo educativo eficaz y eficiente de los directores de escuelas en el entorno escolar. La herramienta metodológica elegida fue la práctica reflexiva guiada para analizar las representaciones de diez DES en Quebec y los significados dados a sus prácticas profesionales y a la forma en que otras personas ven sus prácticas. La originalidad de esta investigación radica en los vínculos establecidos entre los tres conceptos: identidad profesional, liderazgo pedagógico y práctica reflexiva. También se trata de responder a preguntas que acechan el mundo de la gestión educativa: ¿puede un administrador estar en la gestión escolar? Puede un buen maestro ser un buen director de escuela? Cómo podría la práctica reflexiva tener un efecto en la gestión de DES que dice que se están quedando sin tiempo para completar todos sus proyectos?

Professor: Reinelde Landry, Ph.D., reineldel2011@gmail.com

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.

Curso/ Workshop 11: Bending paths: the evolution of the OER VideoTech and its collaborative workspace

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. The project currently contains:

₋ a virtual library of nearly 250 digital copyright free video documents in unscripted, authentic French, ;

₋ 196 shared exercises that can be copied and modified ₋ multimedia activity templates to create multimedia comprehension exercises in various

formats; ₋ tools to allow the sharing of exercises across courses and with other users ₋ integrated automatic grading with exportable grade book; ₋ tools allowing the download of video clips from the library for off-line use ₋ several video documents in other languages (Brazilian Portuguese, Spanish, and

German) for teachers of those languages to exploit. Professors:

Nandini Sarma, nandini_sarma@carleton.ca

Matthew DiGuiseppe, matthew_digiuseppe@carleton.ca Carleton University. CANADA

Poetry Reading

Panel SECAN Literat/02) Thursday, April 25 Room S-3.6 / 11:35-12:35 hs 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.

Panel SECAN Literat/02) Poetry Reading Thursday, April 25 Room S-3.6 / 14:30-15:30hs Coordina: Maikel Olivé Iglesias

SECAN Literat/02) Poetry Reading Marvin Orbach, Merle Amodeo: Canadian Poets, Universal Poets Maikel Olivé Iglesias, migueloi@uho.edu.cu

Presidente Alianza Literaria Cuba-Canadá (CCLA)

Universidad de Holguín. CUBA SECAN Literat/02) Poetry Reading Thursday, April 25 Room S-3.6 / 14:30-15:30

BOOK OF POEMS: AFTER LOVE Merle Amodeo, bruno.amodeo@gmail.com

Canadian Poet (member of the CCLA). CANADA

BOOK OF POEMS with Maikel Olive Iglesias (CUBA-CANADA Literary Alliance)

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 / 15:30-17:30

SECAN Literat/02) Book presentation:

1. Book: CUBA: Contextualizing a Vibrant History Nancy Wright Editor & translator. PhD Student. University of Sherbrooke. CANADA Authors: A group of Professors from the University of Holguín. CUBA

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. 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

Miércoles/ Wednesday 24/04 14:30 – 17:30 hs Trabajo en Comisiones / Presentation of Papers

S-3. SALA/ROOM 1COORDINADOR DE SALA / ROOM CHAIR: Marla Vega Romero

14:30-15:30 hs Panel 1TRANSLATION-INTERPRETATION (Trans/Int 01) Coordina: Marla Vega Romero

Trans/Int 01.1 Specialized translation in understudied languages Maria Koliopoulou, maria.koliopoulou@uibk.ac.at Institut für Translationswissenschaft Leopold-Franzens-Universität Innsbruck, AUSTRIA

Trans/Int 01.2 Dealing with literalness in literary translation Yoenia Iñiguez Ricardo, yiniguez@uho.edu.cu, 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, freeda.wilson@ubc.ca University of British Columbia. Okanagan College. CANADA Debate 15:30-16:30hs Panel 2 TRANSLATION-INTERPRETATION (Trans/Int 01) Coordina: Anabel González González

Trans/Int 01.4 Elementos que confluyen en el desarrollo de la competencia estratégica. Un estudio de casos Marla Vega Romero, mvega@uho.edu.cu ; 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, bianey.vasquez@uabc.edu.mx Universidad Autónoma de Baja California. MEXICO Debate 16:30-17:30 hs Panel 3 TRANSLATION-INTERPRETATION (Trans/Int 01) Coordina: Elizabeth Hierrezuelo García

Trans/Int 01.6La traducción al servicio de la promoción de los servicios académicos y la internacionalización de la educación superior Anabel González González, anabelgg@uho.edu.cu 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,ehierrezuelo@uho.edu.cu University of Holguín. CUBA

Trans/Int 01.8Interpreter’s block Rebeca Torres Serrano, rserrano@uho.edu.cu

Yoenia Iñiguez University of Holguín. CUBA Debate

Miércoles/ Wednesday 24/04 S-3 SALA/ROOM 2 COORDINADOR DE SALA/ROOM CHAIR: Norma Casanova

14:30-15:30 hs Panel 4 SPANISH LANGUAGE TEACHING (SPAN 02) Coordina: Alba Devo

SPAN 02.9 El vos como forma de tratamiento pronominal en Medellín, Colombia: identidad y permanencia Diana Fernández, dferna52@uwo.ca Western University. CANADA

SPAN 02.10 Vox y el hipotético regreso del absolutismo del castellano: evitando la desaparición del gallego Giulia Cortiana, gcortian@uwo.caOlga Tararova, otararov@uwo.ca Western University. CANADA Debate 15:30- 16:30 hs Panel 5SPANISH LANGUAGE TEACHING (SPAN 02) Coordina:Yareira Puig Pernas

SPAN 02.11BECARIÑO: 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 02.12Galería de creadores cubanos para la enseñanza de E/LE Yasmina Luisa Hernández Silva, ysilva@uho.edu.cu Bárbara Leyva Contreras; Keli Riverón Acevedo Universidad de Holguín. CUBA

SPAN 02.13Estrategia para el perfeccionamiento curricular de la disciplina estudios psicopedagógicos de la carrera lengua española para no hispanohablantes Valodia Pacheco Rivera, valodia.pr@fenhi.uh.cu Universidad de la Habana .CUBA Debate 16:30-17:30 hs Panel 6SPANISH LANGUAGE TEACHING (SPAN 02) Coordina:Yasmina Hernández Silva

SPAN 02.14 La competencia intercultural en la enseñanza de ELE: una propuesta necesaria Norma Amelia Casanova Bruzón, namelia58@uho.edu.cu Carmen Rosa Rodríguez Curbelo;Edenia Reyes Herrera Universidad de Holguín. CUBA

SPAN 02.15 Contar historias de una manera diferente Yareira Puig Pernas, yareira.pp@fenhi.uh.cu 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, valodia.pr@fenhi.uh.cu Universidad de la Habana. CUBA Debate

Miércoles/ Wednesday 24/04

S-3 SALA/ROOM 3 COORDINADOR DE SALA / ROOM CHAIR: Ramón Betancourt C.

14:30-15:30 hs Panel 7 FOREIGN LANGUAGE TEACHING (FLT03) Coordina: Ramón Betancourt Campaña FLT03.17 English-medium instruction in higher education and academics as translingual activists Shelley Taylor, tayshelley@gmail.com 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, katherine.rehner@utoronto.ca University of Toronto Mississauga. CANADA

FLT03.19 English language proficiency and socio-pragmatic capacity: insights from Canadian adult language learners John Ippolito, jippolito@edu.yorku.ca York University. CANADA Debate 15:30-16:30hsPanel 8FOREIGN LANGUAGE TEACHING (FLT03) Coordina:Rafael Rodríguez Devesa

FLT03.20 Pedagogía de la cultura en la enseñanza de lenguas extranjeras a través de las funciones comunicativas Leyre Ruiz de Zarobe, leire.ruizdezarobe@ehu.eus Dep.Filología Francesa/ Univ. del País Vasco (UPV/EHU). ESPAÑA

FLT03.21 Aproximaciones teórico-prácticas a la competencia comunicativa oral profesional pedagógica en inglés Julio César Rodríguez Peña, juliorp@uho.edu.cu Miguel Á. Olivé Iglesias; Rafael Lorenzo M. Universidad de Holguín. CUBA

FLT03.22 Teaching strategies to foster communicative language learning Hortencia Cruz López, hortensiac@uho.edu.cu Rafael Armando Rodríguez Devesa University of Holguín. CUBA Debate

16:30-17:30 hs 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, maricarmen@arquitectura.cujae.edu.cu; María del C. Batista González CUJAE. Habana. CUBA

FLT03.24Collaboratively teaching academic English at Cuban UCLV Dianaleis Maza Amores, damores@uclv.edu.cu 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, jillian.mora@ehtlt.tur.cu; Glency Yaimy Ramírez Ferreiro, Lisabel Carmenate Mora Universidad de las Tunas. CUBA Debate

Miércoles/ Wednesday 24/04

S-3 SALA/ROOM 4COORDINADOR DE SALA / ROOM CHAIR: Maela Mariño Pérez

14:30-15:30 hs Panel 10 LINGUISTIC STUDIES (LingSt. 04) Coordina: Jorge Luis Herrera Ochoa LingSt. 04.26 The acquisition of adverbs in trilingual children Mihaela Pirvulescu, ma.pirvulescu@utoronto.ca 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 thsough the analysis of loanword adaptations Maela Margarita Mariño Pérez, maemar@nauta.cu University of Holguín. CUBA LingSt. 04.28Clitic intensifier construction corpus: An initial report Michiya Kawai, mkawai@huron.uwo.ca Huron University College. CANADA Rafael Hernández Batista, Vilma Páez Pérez, Universidad de Holguín. CUBA Salvador Escalante Batista, Universidad de Ciencias Médicas de Holguín. CUBA Debate

15:30-16:30 hs Panel11 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, rhernandez@uho.edu.cu 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, ycpalacios@uho.edu.cu Universidad de Holguín. Cuba Debate 16:30-17:30 hs Panel 12LINGUISTIC 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 Universidad de Holguín. CUBA

LingSt. 04.32 La adjetivación en el reportaje periodístico Beatriz Alejandra González, bgonzalez@uho.edu.cu

Universidad de Holguín. CUBA Debate

Jueves/Thursday 25/04 S-3 SALA/ROOM 1COORDINADOR DE SALA/ROOM CHAIR: Matilde Patterson

9:00-11:10 hs Panel 13 FOREIGN LANGUAGE TEACHING (FLT03) Coordina: Matilde Patterson Peña

FLT03.33Una aplicación pedagógica del perfil del lenguaje bilingüe para promover la autoconciencia lingüística en el aprendizaje de L2 Martha Black, Mblack85@uwo.ca Western University. CANADA

FLT03.34Comprensión y tratamiento de las complejidades lingüísticas del inglés en el proceso de enseñanza-aprendizaje Pedro A. Machín Armas, pedroma@uho.edu.cu; María E. Ayala Ruiz, Rogelio Ricardo R. Universidad de Holguín. CUBA

FLT03.35 Identifying appropriate materials for English language learners Mengyuan Wang, mwang728@uwo.ca Western University.CANADA

FLT03.36 The role of L1 in L2 learning from the learners' perspective Aretousa Giannakou, aretous@gmail.com University of Cambridge. United Kingdom

FLT03.37Stepping stones: Using first language in the ESL classroom Kate Paterson, kpaters8@uwo.ca Western University. CANADA Debate 11:15-11:30 hs Coffee break 11:35-12:35 hs Panel14LANGUAGE & CULTURE (FLT03) Coordina: Pedro A. Machín Armas

LanCult06.38Cultural identity and how that corresponds to language barriers Marissa Joy Sanquini, mjs47@geneseo.edu Rayan Adam Ramirez; Sharon Andrea Becerra Pachon State University of New York (SUNY) Geneseo.USA

LanCult06.39La formación del consumo cultural: una herramienta indispensable para formar intérpretes como mediadores culturales Virgen Milagros Rodríguez Chávez, vchavez@uho.edu.cu Universidad de Holguín. CUBA Debate 12:40-14:25 hs Almuerzo / Lunch 14:30-15:30 hs COORDINADOR DE SALA / ROOM CHAIR: Hortencia Cruz López

Panel 15TEACHER TRAINING & CPD(TTD 05) Coordina: Hortencia Cruz López

TTD 05.40Changing rules, changing roles: challenges for language teachers in the 21st century Anna Saroli, anna.saroli@acadiau.ca Department of Languages and Literatures. Acadia University. CANADA

TTD 05.41Foreign 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 05.42Helping schoolteachers find ways towards professional development Matilde Patterson Peña, mppena@uclv.cu Universidad Central de las Villas. CUBA Marisol Patterson (UCI). CUBA Debate 15:30-16:30 hs Panel 16TEACHER TRAINING & CPD (TTD 05) Coordina: Anna Saroli

TTD 05.43Potentialities and challenges of the new teaching-learning policy of English in Cuban universities. Rafael Armando Rodríguez Devesa, rrdevesa@uho.edu.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, acdelgado@uclv.cu Universidad Central de las Villas. CUBA

TTD 05.45The effective curriculum design for English teachers’ professional development in Cuba Yunelsys Hechavarría Creach, yunelsys@uho.edu.cu Vilma PáezPérez, vpaez@uho.edu.cu Universidad de Holguín. CUBA Debate 16:30-17:30 hs Panel 17TEACHER TRAINING & CPD (TTD 05) Coordina: Alfredo Camacho

TTD 05.46The Use of CLIL to teach English and teaching practice related subjects at UNAE, Ecuador Uvaldo Recino Pineda, recuvaldo@hotmail.com Diego Quishpe Cajas; Hazel Acosta Candungog Universidad Nacional de Educación. Parroquia Javier Loyola. UNAE. ECUADOR

TTD 05.47Concepción de la práctica pre-profesional integradora en las carreras de educación de la ULEAM - Ecuador Jackeline Terranova, jackyterranova@gmail.com ULEAM. ECUADOR

TTD 05.48 Empleo efectivo de la evaluación del aprendizaje formativo contextualizado en las carreras con enfoque humanista Yohannia Ochoa Ardite, yardite@uho.edu.cu Juana María Guerra Arencibia Universidad de Holguín. CUBA Andria Torres Guerra Universidad de Ciencias Médicas de Holguín. CUBA Debate

Jueves/Thursday 25 S-3 SALA/ROOM 2COORDINADOR DE SALA / ROOM CHAIR: Pedro A. Machín Armas

9:00-11:10 hs Panel 18 LANGUAGE AND CULTURE (LanCult06)

Coordina: María del Carmen Batista

LanCult06.49 Cultural identity and how that corresponds to language barriers Marissa Joy Sanquini, mjs47@geneseo.edu Rayan Adam Ramirez; Sharon Andrea Becerra Pachon State University of New York (SUNY) Geneseo. USA

LanCult06.50Language attrition and preservation: Spanish as heritage language in universities in Ontario Jianmin Zheng, jzhen66@uwo.ca; Olga Tararova Western University. CANADA

LanCult06.51Spanish-English T-shirt inscriptions: The humor and stereotypes in bilingual puns and wordplays Gabriella Morvay, gmorvay@bmcc.cuny.edu Borough of Manhattan Community College, The City University of New York .USA Debate

LanCult06.52 The power of religion: maintaining Arabic in non-Arabic-speaking countries Tarek Faid, tfaid@uwo.ca Western University. CANADA

LanCult06.53De la mitología a la ilustración”: una perspectiva de la evolución del sentimiento mágico-religioso hacia una emoción estética Renos Dossous, rdossous@uottawa.ca Ottawa. CANADA Debate 11:15 -11:30 hs Coffee break 11:35-12:35 hs Panel 19SPANISH LANGUAGE TEACHING (SPAN 02) Coordina: Beatriz González Garcell SPAN 02.54La enseñanza y el aprendizaje de lenguas extranjeras basados en múltiples géneros: un enfoque interaccional Denise Mohan, dmohan@uguelph.ca Universidad de Guelph. CANADA SPAN 02.55La clase invertida: un enfoque dinámico e interactivo Ana García, agarcia@uwo.ca Western University. CANADA

Debate 12:40-14:25 hs Almuerzo / Lunch 14:30-15:30 hs COORDINADOR DE SALA / ROOM CHAIR: Amable Faedo Borges Panel 20 FOREIGN LANGUAGE TEACHING (FLT03) Coordina: Eduardo Pérez Novo

FLT03.56 An interventionist approach to language study abroad Meredith McGregor, meredith.mcgregor@gmail.com Western University, CANADA

FLT03.57Language barriers in international academic exchanges Sharon Andrea Becerra Pachon, sab22@geneseo.edu Mazer Noah Dylan, Rayan Adam Ramirez State University of New York. Geneseo. USA

FLT03.58TIES: 4 años de alianzas estratégicas. Mejores prácticas Yudith Fernández Bermúdez, yfdez@ucf.edu.cu Dayni Deysi Díaz Mederos, Teresita Llevy, Lehman College. USA

Universidad de Cienfuegos. CUBA Debate 15:30-16:30 hs Panel 21 FOREIGN LANGUAGE TEACHING (FLT03) Coordina: Yudith Fernández Bermúdez

FLT03.59 TOEFL IBT training course in the Cuban context Eduardo Pérez Novo, eperez@ucf.edu.cu University of Cienfuegos. CUBA

FLT03.60 So you want to be a writer" - A creative writing workshop for EAP students Kris Mirski, kris.mirski@ubc.ca English Lang Institute, Univ British Columbia, CANADA

FLT03.61 The impact of corrective feedback on reference cohesion in second language writing Mohammed Almazloum, malmazlo@uwo.ca Western University. CANADA Debate 16:30-17:30 hs Panel 21Language & Education (FLT03) Coordina:Maribexi Calcerrada

FLT03.62 La práctica reflexiva en el desempeño de la competencia escrita en lengua extranjera Adalberto Buenaventura Fonseca, afonseca@uho.edu.cu 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, mariacorinatejedor@gmail.com, Univ. Nacional de San Luis, ARGENTINA Leandro Pablo María Legaspi,leandrolegaspi@hotmail.com, Univ. de Buenos Aires, ARGENTINA Rafael Lorenzo Martin, rlorenzomartin74@gmail.com, Universidad de Holguín, CUBA

FLT03.64 Tareas psicopedagógicas para el aprendizaje en la formación inicial del enfermero Jesús Yubagni Rezabala Villao, jesusyubagnir@gmail.com Universidad Laica Eloy Alfaro de Manabí. ECUADOR María de los Ángeles Mariño, mariaa@uho.edu.cu Universidad de Holguín. CUBA Debate

Jueves/Thursday 25

S-3 SALA/ROOM 3COORDINADOR DE SALA / ROOM CHAIR: Rita Cepero Pavón

9:00-11:10 hs Panel 22 FRENCH LANGUAGE TEACHING (FrLT07) Coordina: Mireille Hutchinson

FrLT07.65Les jumelages interculturels dans l'enseignement des langues secondes Marie-Cecile Guillot, uillot.marie-cecile@uqam.ca Université du Québec à Montréal (UQAM). CANADA

FrLT07.66Spécificités culturelles et perspectives didactiques a l'école Marocaine Mohamed El-Halfaoui, mohammed.elhalfaoui@usmba.ac.ma 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, bernard.delpeche@acadiau.ca 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, aaugustinbilly@centenary.edu Centenary College of Louisiana. USA

FrLT07.69 Transcendance dupatrimoine culturel franco-haïtien pour la culturede la province de Holguín Rita Cepero Pavón, rcepero@uho.edu.cu Universidad de Holguín. CUBA Debate 11:15 -11:30 hs Coffee break 11:35-12:35 hs Panel 23 FRENCH LANGUAGE TEACHING (FrLT07) Coordina: Leonardo Cano Mora FrLT07.70 L’altérité à l’ère de la mobilité Moussa Zouaoui, zouaoui_m@yahoo.fr 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, reineldel2011@gmail.com UQTR.CANADA v

FrLT07.72 L'importance du travail corporel en apprentissage de l'expression orale en FLS Laurence Thibault, lthibau2@uottawa.ca University of Ottawa, CANADA

Debate 12:40-14:25 hs Almuerzo / Lunch. 14:30-15: 30 hs COORDINADOR DE SALA / ROOM CHAIR: Leonardo Cano

Panel 24 FRENCH LANGUAGE TEACHING (FrLT07)

Coordina: Bernard Delpêche FrLT07.73L'alternance langue maternelle / langue seconde dans une classe de français - le contexte marocain Mohamed El-Halfaoui, mohammed.elhalfaoui@usmba.ac.ma Université Sidi Mohamed Ben Abdellah (USMBA). MOROCCO

FrLT07.74 Un glossaire de termes familiers et populaires de Holguín pour les visiteurs Québécois Leonardo Cano Mora, leonardo-cano@uho.edu.cu, Yuliet Fernández Rodríguez Universidad de Holguín, CUBA

FrLT07.75Dictionnaire ou non dans les Tests et les Examens de Traduction Ibada Hilal, ibada01@yahoo.fr Département de langue et littérature française University of Jordan, Amman. JORDAN Debate 15:30-16.30 hs Panel 25FRENCH LANGUAGE TEACHING (FrLT07) Coordina: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, adabra@geneseo.edu State University of New York. Geneseo.USA

FrLT07.77Les agentsidentitaires des familles à traversSoleil et Bonheur Guillaume Leclaire-Marceau, guillaume.leclaire-marceau@usherbrooke.ca University of Sherbrooke. CANADA

Frlt07.78Tactiques d’enfants dans leur quête de contrôle : un espace hostile dans le roman Les enfants Beaudetd’IsabelVaillancourt Catherine Dubé, catherine.dube3@usherbrooke.ca University of Sherbrooke. CANADA 16:30-17:30 hs Panel 25 FRENCH LANGUAGE TEACHING (FrLT07) Coordina: Rita Cepero Pavón

WORKSHOP: Comment opérationnaliser la 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, nandini_sarma@carleton.ca

Frlt07.80 L’autoévaluation comme moyen de responsabilisation dans les cours de français oral Frenand Leger, frenandleger@cunet.carleton.ca

Frlt07.81 La déclaration d’intention langagière comme moyen de responsabilisation en écriture Chantal M. Dion, chantal.dion@carleton.ca

Frlt07.82 Responsabilisation des étudiants au niveau du cursus de français Randall Gess, randall.gess@carleton.ca Carleton University. CANADA

Debate

Jueves/Thursday 25

S-3 SALA/ROOM 4 COORDINADOR DE SALA / ROOM CHAIR: Patricia Rodríguez S.

9:00-11:10 hs Panel 26 LANGUAGE TEACHING AND TECHNOLOGY (LTT08) Coordina: Dianaleis Maza LTT08.83 Reading comprehension software to first year students of the English language major Ricardo Lucas Becerra Franco, ricardo.becerra@reduc.edu.cu Daimara Davis Bencomo, Nelson Hidalgo Ríos Universidad de Camagüey. CUBA

LTT08.84 Diseño e implementación de estrategias interactivas para la enseñanza del inglés como lengua extranjera en los estudiantes de la Universidad de Caldas en la asignatura de inglés de formación general usando la plataforma Moodle Juan Bernardo Ceballos, juan.ceballos@ucaldas.edu.co Universidad de Caldas. COLOMBIA

LTT08.85 Assessing language and communication bilingual skills in a real world Dayni Deysi Díaz Mederos, prioridades11@gmail.com Yudith Fernández Bermúdez, Katidia Bárbara Coronado Fi, Erika Rodriguez Kight Universidad de Cienfuegos. CUBA

LTT08.86 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, rbc@uho.edu.cu;Virgen Milagros Rodríguez Chávez

Universidad de Holguín. CUBA

LTT08.87 Tecnología, comunicación y lenguaje de señas para estudiantes sordos universitarios José Proenza Pupo, jproenza@yahoo.es Corporación Universitaria Iberoamericana. COLOMBIA 11:15-11:30 hs Coffee break

11:35-12:35 hs 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, jherrera@uo.edu.cu Universidad de Oriente, CUBA

FLT03.89 Potencialidades linguodidácticas de la inferencia auditiva del significado de palabras internacionales del inglés en hispanoparlantes Amable Faedo Borges, kaylenf@nauta.cu Universidad de Holguín. Cuba 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, lauraflorezmartelo1@hotmail.com Universidad Distrital Francisco José de Caldas. Bogotá. COLOMBIA Debate 12:40-14:25 hs Almuerzo / Lunch. 14:30-15:30hs COORDINADOR DE SALA / ROOM CHAIR: Richard Becerra

Panel 28FOREIGN LANGUAGE TEACHING (FLT03) Coordina: Olga Tararova

FLT03.91 EFL teachers’ and students’ perceptions of high-stakes test preparation Shahszad Saif, Shahszad.Saif@lli.ulaval.ca Laval University.CANADA

FLT03.92 Fostering the speaking skill thsough debates from reading comprehension lessons in first year students Lilian Patricia Rodríguez Síntes, psintes@uho.edu.cu University of Holguín. CUBA

Debate 15:30-17:30 hs Poster Session Coordina: Richard Becerra

1. Leaders in class? Leadership seminars as new ways of promoting participation and deepening student's knowledge Olga Tararova, otararov@uwo.ca Western University. CANADA

2. Teaching students to read research Chsistopher Sapp, csapp@olemiss.edu University of Mississippi, USA Vilma Páez Pérez, vpaez@uho.edu.cu Yunelsys Hechavarría Creach, yunelsys@uho.edu.cu Universidad de Holguín. CUBA

3. For Cuban Doctors to work abroad: Doctor-Patient Medical Interview hints

Salvador Escalante Batista, salviles@infomed.sld.cu Pablo Romero Ricardo University of Medical Sciences of Holguín. CUBA

4. Generating an inclusive bilingual classroom with ADHD students at elementary school using ICT Iliana Alderete Muñuzuri, iliana_munuzuri@hotmail.com Benemérita Universidad Autónoma de Puebla (BUAP). MEXICO

5. Aboriginal Perspectives & Language Awareness in the Wiwa Classroom Tatiana Fernandez, tferna27@uwo.ca Western University. CANADA

Viernes/Friday 26/04

S-3 SALA/ROOM 1COORDINADOR DE SALA / ROOM CHAIR: Rafael Rodríguez Devesa

9:00-10:00 hs Panel 29 LINGUISTIC STUDIES (LingSt. 04) Coordina: Rafael Rodríguez Devesa

LingSt.04.93 Franco- Ontarians' prosodic rhythm in French and English Jeff Tennant, Jtennant@uwo.ca Western University. CANADA

LingSt. 04.94 Neo-Lexicalist Approach to English Finite Verbal Morphology Michiya Kawai, mkawai@huron.uwo.ca Huron University College. CANADA

Debate 10:00-11:10 hs 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, haydeesainz@hotmail.com

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, vjara@uwo.ca Western University, CANADA/ ARGENTINA

SPAN Lit 09.97 El mundo simbólico de Leonora Carrington Alba Devo Colis, adevo@uwo.ca Western University. CANADA Debate 11:15-11:30 hs Coffee break 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, lherrer@uwo.ca Western University. CANADA

SPAN Lit 09.99Habitando fronteras americanas, construyendo identidades. Jose Luis Jaimes-Domínguez, jjaimesd@uwo.ca Western University. CANADA Debate

Trabajo en Comisiones / Presentation of Papers

Miércoles/ Wednesday 24/04

S-3 SALA/ROOM5

COORDINADOR DE SALA/ ROOM CHAIR: Paul Sarmiento Blanco

14:30-15:30 hs Panel 1 History and Society (SECAN Hist/Soc 01) Coordina: Victor Aguilera

SECAN Hist/Soc 01.1Terrorismo, genocidio y negacionismo: los sustentos discursivos de la historia oficial post dictadura proceso de reorganización nacional (1976-1983) Omar Basabe, basabe@stu.ca Saint Thomas University of New Brunswick. CANADA

SECAN Hist/Soc 01.2Manitobaen pie de guerra Rafael Cárdenas Tauler, rcardenast25358@gmail.com Universidad de Holguín. CUBA Debate 15:30-16:30 hs 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, mcbride@mcmaster.ca McMaster University. CANADA

SECAN PolEc 02.4 Resisting low-waged Work: The struggle for living wages in Canada Carlo Fanelli, fanelli@yorku.ca York University. CANADA

SECAN PolEc 02.5We were fierce: a history of Aids activism in Canada and the Political Economy of Health Priscillia Lefebvre, plefebvre@okanagan.bc.ca Dept of Sociology, Okanagan College, BC. CANADA Debate

16:30-17:30 hs Panel 3 SECAN PolEc 02. Coordina: Rafael Cárdenas Tauler

SECAN Can.PE 02.6Independent Work in Quebec: Autoethnography and Unionism ÉLISE ROSS-NADIÉ, elise.ross.nadie@gmail.com Concordia University. CANADA

SECAN Can.PE 02.7To deal or not to deal? That was the Question Osmani Feria García, osmani@cisat.cu CISAT, Holguín Reinaldo Rodríguez Parra University of Holguín. CUBA

Debate

Miércoles/ Wednesday 24/04

S-3 SALA /ROOM 6

COORDINADOR DE SALA/ ROOM CHAIR: María del Carmen Quiñones Pantoja 14:30-15:30 hs 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, psarmiento@uho.edu.cu Universidad De Holguín. CUBA

SECAN Hist/Soc 01.9Harold Adams Innis y Fernando Ortiz: acercamiento a sus vidas y obras David Gómez Iglesias, dgomez@uho.edu.cu 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, lgongora@uho.edu.cu Paul Sarmiento Blanco Universidad de Holguín. CUBA Debate

15:30-16:30 hs Panel 4 SECAN Cuba/Can Hist 03 Coordina: David Gómez Iglesias

SECAN Hist/Soc 01.11Cuba en los estudios humanísticos y de las Ciencias Sociales universitarios de Canadá Adrian Ludet Arévalo Salazar, ludetarevalo@gmail.com Universidad de Holguín. CUBA

SECAN Hist/Soc 01.12Las relaciones económicas y comerciales entre Canadá y Cuba entre 1867-1945 María del Carmen Quiñones Pantoja, mquinones@uho.edu.cu Celia Del Carmen Hernández Arias Universidad de Holguín. CUBA Debate

16:30-17:30 hs Panel Especial (P-S1) Coordina:Vladimir Pita Simon

(P-S 1) La Constitución cubana y el derecho internacional Fabio Marcelli, fabio.marcelli@isgi.cnr.it Instituto de Estudios Jurídicos Internacionales del Consejo Nacional de Investigaciones Italiano Debate

Trabajo en Comisiones / Presentation of Papers

Jueves/ Thursday 25/04

S-3 SALA/ROOM5

COORDINADOR DE SALA/ ROOM CHAIR: Yunelsys Hechavarría Creach

9:00-10:00 hs 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, adeela.ayaz@concordia.ca Concordia University. CANADA

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, Ayaz.naseem@education.concordia.ca Concordia University. CANADA Debate 10:00-11:10 hs 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, nombuso@edu.yorku.ca York University. CANADA

SECAN Can/Soc 03.16Addressing domestic violence: United States and New York State, achievements and under-achievements Joanna Henrieta Margaret Kirk, kirk@geneseo.edu 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, cmw25@geneseo.edu State University of New York at Geneseo. USA Debate 11:15-11:30 Coffee break

11:35-12:35Panel 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, daniel.voth@ucalgary.ca University of Calgary, CANADA

SECAN Can/Soc 03.19Addressing White settler women and the gendered dynamics of Canada’s settler colonial history Sidney Krill, srkrill@ucalgary.ca University of Calgary, CANADA

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, ryan.crosschild1@ucalgary.ca University of Calgary, CANADA Debate 12:40-14:20 Almuerzo/Lunch 14:30- 15:30 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 Nancy Wright Editor & translator. PhD Student. University of Sherbrooke. CANADA Authors: A group of Professors from the University of Holguín. CUBA

7. Book: ENFOQUE DE GÉNERO PARA LOGRAR MÁS EQUIDAD

UNA PRÁCTICA REFLEXIVA-INTERACTIVA ASOCIADA CON UN ENFOQUE DE GÉNERO EN EDUCACIÓN 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

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, UHo. CUBA

₋ 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

Trabajo en Comisiones / Presentation of Papers

Jueves/ Thursday 25/04

S-3 SALA/ROOM 6COORDINADOR DE SALA / ROOM CHAIR: Adonay Pérez Luengo

9:00-11:10 hs PanelSECAN Literat/04 Coordina: Adonay Pérez Luengo

SECAN Literat/04.21An unimaginable community: The thseat of representing symbolic unity among the poor in the Americas Roxanne Rimstead, rrimstead@sympatico.ca University of Sherbrooke. CANADA

SECAN Literat/04.22 Ian Angus' a border within a generation later Robert Schwartzwald, schwartzwald@umontreal.ca University de Montréal.CANADA

SECAN Literat/04.23 Metaphysical space thsough the transhumanist spectrum in Fifteen Dogs by André Alexis Eva Laurent de Valors, laue3004@usherbrooke.ca University of Sherbrook. CANADA

SECAN Literat/04.24 Cubaand Canada: Chosen Places in John B. Lee's Work Adonay Pérez Luengo, adonaypl076@gmail.com Universidad de Holguín. CUBA Manuel Velázquez León, manueld@stu.edu.cn Universidad de Shantou. CHINA Alison González Cuba, alison@uho.edu.cu Universidad de Holguín. CUBA

SECAN Literat/04.25Canada Cuba Literary Alliance Authors: People, Places, Nature and Time Miguel Olivé Iglesias, migueloi@uho.edu.cu Universidad de Holguín. CUBA Debate

11:15 -11:30 hs Coffee break

11:35-12:35 hs 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, pat.smart@carleton.ca, Université de Carleton. CANADA France Théoret, ftheoret@videotron.caMontreal, Quebec. CANADA Debate

12:40-14:25 hs Almuerzo / Lunch. 14:30-15-30 hsPanel 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, migueloi@uho.edu.cu Presidente Alianza Literaria Cuba-Canadá (CCLA) Universidad de Holguín. CUBA

SECAN Literat/04.28 Book of Poems: AFTER LOVE Merle Amodeo, bruno.amodeo@gmail.com Canadian Poet (member of the CCLA). CANADA Debate 15:30-16:30 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, dm.diaz@uho.edu.cu 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, ccordova@uho.edu.cu Orlando Cedeño Almaguer, orlandocedeno99@gmail.com Universidad de Holguín. CUBA Debate 16:30-17:30 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, yrojas@uho.edu.cu 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, orlandocedeno99@gmail.com Carlos Antonio Córdova Martínez Universidad de Holguín. CUBA Debate

Viernes/Friday 26/04

S-3 SALA/ROOM 2 COORDINADOR DE SALA / ROOM CHAIR: Marla Vega R. 9:00-10:00Panel 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, vaguilera@uho.edu.cu Yarina Carballo Guerrero Universidad de Holguín. CUBA

SECAN Cub-Can 05.34 Las relaciones Cuba-Canadá desde la perspectiva del diplomático cubano Calixto Manuel Íñiguez Salazar. Yarina Carballo Guerrero, ycarballo@uho.edu.cu Victor Alejandro Aguilera Nonell, Carlos Alberto Almaguer Nonell Universidad de Holguín. CUBA Debate 10:00-11:10 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, susieveroff@gmail.com Cegep Marie Victorin. Montreal. CANADA

SECAN Cub-Can 05.36 Canadian-Cuban Solidarity in the Last Five Years Elianis Páez Concepción, elianispaezconcepcion@gmail.com Vilma Páez Pérez, vpaez@uho.edu.cu Linda McDowell, lmcdowell@amtelecom.net Canada-Cuba Solidarity Network. CANADA

SECAN Cub-Can 05.37 Relaciones Cuba-Canadá: Papel de Canadá en las relaciones Cuba-USA Salvador Escalante Batista, salviles@infomed.sld.cu Universidad de Ciencias Médicas de Holguín. CUBA Debate