Pre and Post Conference Workshops

International Conference in Foreign Languages, Communication and Culture WEFLA 2017 y XI International Seminar in Canadian Studies

Pre Conference Workshops, April 25, 2107

CURSO 1: CULTURA Y SOCIEDAD EN CUBA

 

OBJETIVO: A partir del análisis de los elementos conformadores de nuestra nacionalidad cubana desde un enfoque historiográfico, se demuestran el carácter y la esencia del cubano, las transformaciones económicas, políticas y sociales ocurridas a través del tiempo y como estas han contribuido a la diversidad de expresiones en la creación artística y cultural. 

 

CONTENIDO: Elementos conformadores de la cultura cubana. Asimilación creadora y transculturación. Identidad nacional e identidad cultural. Globalización cultural vs. Diversidad cultural. Caracterización psicológica del cubano. Política cultural de la Revolución. Hacia una cultura general e integral. Holguín: la ciudad de los parques. Símbolos de la localidad. Desarrollo de la cultura holguinera. Lo mejor de la música cubana. Ritmos, compositores e intérpretes. La cultura como puente de solidaridad entre los pueblos.

 

Profesora: Dra. Carolina Gutiérrez Marroquín. Profesora Titular de la Universidad de Holguín. Doctora en Ciencias Pedagógicas. Master en Bioética. Especialista en Lengua y Literatura, temas martianos y problemas actuales de la cultura. Cuarenta años de experiencia en la Enseñanza Media y la Enseñanza Superior. Ha impartido cursos de Español para extranjeros en Bluffton College y curso de Apreciación del texto hispano en Northwestern College, ambos centros en el estado de Ohio, EE.UU. Ha publicado numerosos artículos vinculados con su especialidad en revistas nacionales y extranjeras. Autora de tres libros de investigación histórica y dos ensayos de temas martianos. Ha participado en numerosos eventos nacionales e internacionales.

 

CURSO 2: ACERCAMIENTO AL ESPAÑOL HABLADO EN CUBA

 

OBJETIVO: Explicar los elementos fónicos, morfológicos, léxicos y estilísticos que caracterizan el español hablado en Cuba y que lo distinguen de otras normas diatópicas del mundo hispano, con vistas a continuar el estudio del idioma como rasgo identitario.

CONTENIDO: Breve panorámica de los componentes históricos que permiten establecerla variante cubana del español. Análisis de los principales rasgos distintivos de nuestra variante cubana, en los planos y niveles de análisis Lingüístico. Establecer una periodización de los estudios holguineros en torno al lenguaje.

Profesora: Beatriz González Garcell. Profesora Auxiliar de la Universidad de Holguín. Máster en Historia y Cultura cubanas. Licenciada en Filología. Profesora de Lingüística, Semántica y Redacción. En los últimos años se ha dedicado a la enseñanza de español como lengua extranjera. Su línea investigativa es el español hablado en Cuba. También tiene resultados investigativos en el área de Didáctica de E/LE.

CURSO 3 :   IL ÉTAIT UNE FOIS… OU COMMENT EXPLOITER LA LITTÉRATURE DE JEUNESSE EN CLASSE DE LANGUE L2 OU L3

 

CONTENU : Conçu pour de futurs enseignants de français L2ou pour des enseignants en service, cet atelier examinecomment l’exploitation de la littérature de jeunesse dans descours de langue contribue àdévelopper les ressourceslangagières des élèves,ainsi qu’à participer à la construction de savoirs transversaux (disciplinaires, culturels, sociaux) dans un environnement L2. Les participants exploreront de manière pratique différents supports et genres littéraires, notamment plurilingues et multimodaux, et co-construiront tout au long de cet atelier des pratiques ancrées dans des approches plurilittéraciées (Moore & Sabatier, 2014). L’atelier se terminera par une simulation d’exploitation de textes littérairesadaptée aux besoins des participants.

 

Moore, D. & Sabatier, C. (2014, published 2015). Les approches plurielles et les livres plurilingues. De nouvelles ouvertures pour l’entrée dans l’écrit et pour favoriser le lien famille-école en milieu multilingue et multiculturel. Nouveaux Cahiers de la Recherche en ÉducationVol 17(2). 32-65.[on line: http://id.erudit.org/iderugit/1030887ar]

 

Professors:

Dr. Ghizlane Laghzaoui, Associate Professor Modern Languages Institute, University of the Fraser Valley. Canada. She  holds a PhD in African francophone literature (France) and an EdD in Educational Leadership in contexts of diversity (SFU). She teaches French language and comparative literature in the Modern Languages Institute. Her focus is on language identity construction and belonging in the context of migration and diversity.Her research in education addresses issues of social and professional integration of francophone immigrants teachers in the schooling system of BC as well as francophone youth and leadership in minority settings. She is an active member of the community either as a member of the Abbotsford Local Immigration partnership or as a board member of the Francophone Federation of BC (FFCB) where she was co-chairing an advisory committee on strategic governance and immigration and evaluating funding applications to PCH (PatrimoineCanadien/Heritage Canada). She also volunteers on a regular basis, particularly with Mentoraction, a program devoted to mentoring young immigrant women and to facilitating their social and professional integration. 

 

Dr. Cécile Sabatier, Associate Professor, Faculty of Education, Simon Fraser University. Canada. Her scholarly work is situated in Plurilingual Education and Educational Sociolinguistics, with a focus on linguistic and cultural diversity, multilingual competencies and language acquisition in minority contexts. Her work documents attitudes to plurilingualism in families, schools and communities as well as it addresses issues of Teacher Education in a rapidly expending world. Her research interests also focus on documenting and analyzing classroom practices as well as investigating the linguistic and professional identities of in-service and pre-service teachers of French in the plurilingual and multicultural environments of British Columbia. Her current research projects are the following: 1. Le développement de la compétence à écrire en langue première et en langue seconde à la fin du primairedans des contextesd'intensification de l'enseignement de la langue seconde (SSHRC, 2014-2017); 2. Examining French as a Second Language Policy and Programs in BC Ministry of Education (BC Ministry of Education, 2016-2017); 3. Intégration de la langue et de la littératiedans les disciplines dans le cadre d'undispositif de formationauprès des formateursd'enseignants en immersionfrançaise et en milieufrancophoneminoritaire (SSHRC, submitted). She serves as a selection committee member for the Cmolik Prize for the Enhancement of Public Education in BC (https://www.sfu.ca/education/cmolik-prize.html) and as an Associate partner for the European Centre for Modern Languages (ECML) 2016-2019 project « Learning Environnement Optimized for and Through Languages » (EOL) :

http://www.ecml.at/Portals/1/5MTP/Erin%20Jonas/flyer-EOL-EN.pdf

 

CURSO 4: USING ORAL ACTIVITIES IN THE GRAMMAR CLASSROOM

 

CONTENT: Grammar is not just important for written work; it is also part of oral competency. The facilitator has used many oral activities in English language classes to reinforce and practice various grammar points: verb tenses; modal verbs; question form; conditional forms, etc. She will introduce a number of them in the workshop and also elicit ideas from the participants about how to make them more appropriate for the Cuban context. The focus will be on intermediate level students (activities can be adapted), and the goal is to provide something practical for teachers-in-training as well experienced teachers. There will be a handout with a number of oral activities. 

 

Professor: Marlene Toews Janzen is a tenured language teacher at the Official Languages and Bilingualism Institute (OLBI) at the University of Ottawa, Canada. She has extensive teaching experience in both French and ESL, as well as in ESL/EFL teacher training, both in Canada and in Egypt (ongoing). She has taught a variety of courses, including second language teaching courses and numerous speaking and writing classes. She also has experience in writing test development and in rater training. In addition, she has designed and implemented curriculum for: the English Intensive program; adjunct immersion courses ; the grammar component of the Second Language Certification preparation course; courses for professors (Teaching in Your Second Language and Pronunciation); and a course in Oral Communication for foreign-trained medical residents.

 

CURSO 5: HOW TO READ RESIDENTIAL SCHOOL NARRATIVES?

 

CONTENT: There are a number of ways to read Residential School Narratives in order to make sense of them. They can be read as school narratives, life writing, prison writing, and stories of witnessing and resistance. Above all, however, they are ways of witnessing to indigenous experiences of the violence and control of the white settler state. As such, they demand that we take into account various aspects of indigenous knowledge, by asking how these narratives testify to communal and individual indigenous subjectivity. We will read excerpts from famous residential school narratives by Isabelle Knockwood, Bev Sellars, and Basil Johnston in the form of a workshop activity. We will also consider examples of residential school narratives from the Truth and Reconciliation movement in Canada. Here it will be necessary to read the white settler state not only as the penal, colonial state, but also as the contemporary state trying to reconcile current respect for indigenous culture with a past history of cultural genocide.

 

Professor: Dr. Roxanne Rimstead, University of Sherbrooke. Canada

She has published internationally and nationally on cultural memory, feminist criticism, textual resistance, working-class culture, poverty and literature, oral histories, and Canadian Literature(s). Her book Remnants of Nation: On Poverty Narratives by Women  appeared in 2001  ( U of Toronto P) won the Gabrielle Roy Prize (ACQL). An earlier essay on Emily Carr’s Klee Wyck won the Don D. Walker Award (Western Literature Association). In 2003 she guest-edited a special issue of Essays on Canadian Writing called Cultural Memory and Social Identity and in 2011 a special issue of Canadian Literature called Prison Writing/Writing Prison. A professor at Université de Sherbrooke in Québec, Canada, she teaches Comparative Canadian Literature and English and Intercultural Studies. She is a member of the editorial boards of Canadian Literature and Race, Gender, and Class (SUNO) and Tulsa Studies in Women’s Literature (USA). Her current research is on culture from below as a concept to be reworked within cultural studies http://culture-from-below.recherche.usherbrooke.ca/  and two forthcoming critical anthologies on Contested Spaces: Counter Narratives and Culture from Below. She is co-founder of VersUS research group (U de Sherbrooke) and a co-researcher with Simon Harel (Littératurecomparée, U de Montréal) on a SSHRC project on Précarité et discrédit (2011-14).

CURSO 6: HOW DOES CANADA REMEMBER?

 

CONTENT: There are a number of ways to read Residential School Narratives in order to make sense of them. They can be read as school narratives, life writing, prison writing, and stories of witnessing and resistance. Above all, however, they are ways of witnessing to indigenous experiences of the violence and control of the white settler state. As such, they demand that we take into account various aspects of indigenous knowledge, by asking how these narratives testify to communal and individual indigenous subjectivity. We will read excerpts from famous residential school narratives by Isabelle Knockwood, Bev Sellars, and Basil Johnston in the form of a workshop activity. We will also consider examples of residential school narratives from the Truth and Reconciliation movement in Canada. Here it will be necessary to read the white settler state not only as the penal, colonial state, but also as the contemporary state trying to reconcile current respect for indigenous culture with a past history of cultural genocide.

 

Professor: Robert Schwartzwald, Université de Montréal, CANADA. He is a professor in the Département de littératures et de langues du monde and Director of the interdisciplinary Master’s program in International Studies at the Université de Montréal. Before coming to Montréal, he directed the Center for Crossroads in the Study of the Americas in Amherst, Massachusetts. He has written extensively on Quebec literature and film, with a particular focus on representations of sexuality in narratives of national and cultural modernity. He is a member of the Centre de Rechercheinteruniversitaire en littérature et culture québécoises (CRILCQ) and the Centre de Recherchesinterdisciplinaires en etudes montréalaises (CRIEM). A former Editor of the International Journal of Canadian Studies/ Revue international d’ etudes canadiennes, he received the Governor General’s International Award for Canadian Studies in 2008. His t book on Jean-Marc Vallée’s highly acclaimed film C.R.A.Z.Y. (Arsenal Pulp Press) was released at the end of 2015.

 

CURSO 7:  ETHNOGRAPHY AS METHOD IN THE WORK OF BLACK-CARIBBEAN-CANADIAN AUTHORS WITHIN A FRAMEWORK OF CANADIAN MULTICULTURALISM.

 

CONTENT: This teaching workshop will explore Canada’s official policy of multiculturalism within a framework of black-Canadian literature in English Canada. This workshop shows that certain black-Canadian authors have used ethnology as method in order to illustrate the impact on many first- and second-generation Caribbean Canadians of individual, institutional, and cultural/ideological racism in Canada from the 1960s thru the early 2000s. This workshop discusses representations of flawed immigration policy, social exclusion and income disparity faced by unskilled immigrants from the Caribbean; representations of the impact of institutional racism within a framework of education, racial profiling and police violence in Ontario on second-generation Caribbean-Canadian youth; and, representations of the embeddedness of racism within the culture and ideology of ‘mainstream’ Canadian citizens and within its historical memory. Ms. Wright will authenticate these representations by ‘matching’ them with official statistics, literary theory and media reports. This workshop will, among other, be illuminated by the work of Clayton James Mosher, Makeda Silvera, and Andrew Griffith. Ms. Wright will introduce such works as Dionne Brand’s What We All Long For (2005), David Chariandy’s Soucouyant (2007), and Austin Clarke’s The Meeting Point (1967) and More (2009).

 

Professor: Nancy Wright is currently a PhD candidate at Université de Sherbrooke, Canada. Her research is in Comparative Canadian Literature. She wrote her MA thesis at Sherbrooke on African-Caribbean-Canadian writers and the representation of cultural memory in their work. She is currently Editor of the (national publication) Justice Report and Editorial Secretary of the (peer-reviewed) Canadian Journal of Criminology and Criminal Justice for the Canadian Criminal Justice Association / Association canadienne de justice pénale (CCJA-ACJP (Nov. 2011-Present).

CURSO 8:  BASIC PRINCIPLES OF INTEREST- BASED NEGOTIATIONS 

CONTENT: Communities, governments, companies and individuals that find themselves immersed in some form of dispute often lack the tools to achieve meaningful reconciliation. Whether the grievance is historical, legal, political or economical, participants often struggle to develop an effective process that a leads to the desired outcomes of all of the stakeholders. In Canada, a cross section of organizations have relied on the skills associated with the process of interest based negotiation to secure the reconciliation they covet. Relying largely upon the core principles of relationship building, positive communication, interest discovery, and option building, interest based negotiation involves a process of mutual disclosure that allows parties to understand the interests that underlying entrenched positions. Ultimately, the illumination of these interests is intended to empower participants to create more options and desirable outcomes for all of the parties. This workshop will provide students with the basic structure of Interest Based Negotiation and how to prepare for any dialogue associated with negotiating outcomes with opposing parties.

 

Professor: Troy Chalifoux, Lawyer. He is a Sessional Instructor at the Faculty of Law, University of Alberta, Canada. He currently works at The Banff Centre, Indigenous Leadership and Management, Negotiations Skills Training, and Faculty Leader. He is a trainer in Design, research and develop and deliver interests based negotiation. He also provides one on one or group negotiation training.

 

CURSO 9:  ONLINE RESOURCES FOR INTEGRATED SKILLS

 

CONTENT: These days, many online resources exist that can assist learners in practicing English outside of the classroom.  Most 21st-century learners possess tech skills and are interested in learning with technology, but they may lack the ability to find pedagogically sound websites for language learning.  In this session, the presenter will introduce websites that provide information and engaging activities for learning all four of the main language skills: reading, writing, speaking and listening.  She will also introduce websites for practicing pronunciation, vocabulary and grammar.  The session will include a brief introduction of each site and how it might be used in the classroom, by language learning centers and as homework and to supplement and reinforce concepts covered in class.  Ideas for accompanying activities, homework and follow-up assignments will also be introduced.  Session goers will receive a handout with activities and links to the websites that are introduced as well as a link to the Google Site on which the language-learning website links are housed. Time for questions and answers will be given.

 

Professor: Char Heitman is a Senior Instructor II at the American English Institute in the College of Arts and Sciences at the University of Oregon.  She has been an EFL/ESL educator and teacher trainer for 28 years. Char has a Bachelor of Arts in TESOL and Spanish and a Master of Arts in Linguistics with a focus in Applied Linguistics. She has taught EFL in Japan, Holland, and Spain, and has taught ESL and done face-to-face and online teacher training at primarily the post-secondary institution level. Her professional interests include pronunciation and oral skills, course design, teacher training, International Teaching Assistant (ITA) training, materials development, alternative assessment, metacognition and project-based learning.

 

 

 

Post-Conference Workshop, May 2-5, 2017

 

COURSE 10: UNITED STATES CONSTITUTIONAL FOUNDATIONS, 1760-1790

OBJECTIVE: This course explores the emergence of limited government premised on the idea of popular sovereignty in what eventually became the United States.  Colonial lawyers and statesmen in the English mainland colonies developed an understanding of legitimate government based on the consent of the governed.  During the American Revolution, this understanding structured the constitutions they wrote and the governments they created.  In the 1780s, following the successful conclusion of the War for Independence, some Americans argued for creation of a more powerful continental government, and struggled with the problem of how to constrain its power.

 

CONTENT: The informal constitution of the English Empire in the mid-18th century, and the divergent understandings of the nature of that empire developed by authorities in England and in the colonies. The stresses that developed within the structure of the English empire consequent to the Seven Years war, culminating in an imperial constitutional crisis in the early 1770s.Efforts by statesmen in the rebellious colonies to reconstitute a continental American empire.  When American statesmen confronted the problem of creating legitimate authority—necessary in order to perpetrate the War with Great Britain and secure independence—they relied on their earlier conceptions of the properly functioning English colonial empire. Once the confederated states secured their independence, the union they had created came under increasing strain.  By 1787, when delegates met in Philadelphia to draft what became the United States Constitution, they struggled with the central problem of, first, creating a powerful continental government, while, second, controlling its powers to ensure that they would not be used for malign purposes.

 

Professor:  Dr. Kevin R. Hardwickis, Professor of History at James Madison University, where he has taught since 1998.  He also serves on the faculty of the James Madison Memorial Foundation, where he participates annually in teaching a graduate level course accredited through Georgetown University in United States Constitutional Foundations.  His research and writings focus on 18th century Virginia, and on the elite class of slave-owning planters who dominated Virginia society and politics.  He has edited or written four books and several essays focused on United States constitutional history, the history of Virginia, and the history of slavery and abolition.

Online user: 1