Saturday February 18 – Morning

8:00 to 10:00


Abstracts


Panel: 1H Tema/Topic: 4 & 6 Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala A
 Building 49 (Félix Restrepo), Felix Restrepo Auditorium, room A Capacidad/Available seats: 108
IP006-Español De la universidad nómada a la escritura territorial: prácticas de lectura y escritura académicas y no tan académicas con la comunidad Eperara Sapiadara Alejandro Castillo Universidad Abierta y a Distancia UNAD
IP082-Español Escritura académica, bilingüismo, cultura: Un campo de fuerzas descrito por estudiantes universitarios indígenas. Mauricio Pérez Abril

Gilberto Braulio Aranda
Pontificia Universidad Javerian​a - Bogotá
Universidad Pedagógica Nacional ​- México​
IP091-Español El espacio áulico en los Centros Etnoeducativos wayuu y su relación con la lengua y la identidad Ingrid Paola Calderón Ramos Universidad Santo Tomás Bogotá
IP158-Español Los procesos de evaluación: componentes indispensables en la didáctica del lenguaje María Alejandra Restrepo Pontificia Universidad Javeriana
Panel: 2H Tema/Topic: 6 Edificio 49 (Félix Restrepo) Auditorio Félix Restrepo, sala C
Building 49 (Félix Restrepo)
Felix Restrepo Auditorium, room C Capacidad/Available seats: 108
IP161-Español Variación de los usos de la escritura en un pregrado colombiano de Ingeniería Industrial Elizabeth Narváez Universidad Autónoma de Occidente
IP162-Español La clase de medicina basada en evidencias como una comunidad de discurso Emilce Moreno Pontificia Universidad Javeriana
IP136-Español Centro de aprendizaje, redacción y lenguas: una década de trabajo y reflexión Lilyth Orsmby Instituto Tecnológico Autónomo de México
IP133 - Español La inserción de la escritura como herramienta epistémica en las clases de literatura Manuel Villavicencio Quinde Universidad de Cuenca
Panel: 3H Tema/Topic: 9 Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala B
Building 49 (Félix Restrepo)
Felix Restrepo Auditorium, room B Capacidad/Available seats: 96
IP009-Portugués Estratégias metacognitivas e (re)organização das atividades de leitura por meio do estudo dos eixos texto e perguntas nos livros didáticos de língua portuguesa Patricia Botelho Centro Universitário Geraldo di Biase
IP001-Portugués Escrever e construir imagens no ensino superior: o professor e a criança nos textos lidos em Pedagogia. Tathiane Graziela Cipullo Universidade de Sao Paulo
Panel: 4H Tema/Topic: 9 & 1 Edificio 3 (Gabriel Giraldo) Auditorio Luis Carlos Galán
Building 3 (Gabriel Girlado)
Luis Carlos Galán Auditorium Capacidad/Available seats: 219
IP001-Francés TICE et Linguistique Textuelle utilisés dans la formation en écriture des futurs enseignants de FLE : La plate-forme ELiTe-[FLE] Jorge Mauricio Molina Mejía Laboratoire LIDILEM - Université Grenoble Alpes
Universidad de Antioquia
IP011-Francés Approches permettant de pallier les difficultés en écriture de jeunes adultes non diplômés: une synthèse systématique des connaissances Chantal Ouellet Université du Québec à Montréal
IP008-Francés Approche corrective et compensatoire pour développer les représentations lexicales du scripteur dysorthographique Nathalie Chapleau Université du Québec à Montréal
IP016-Francés Perceptions de futurs enseignants de leur compétence à communiquer à l’écrit France Dufour Université du Québec à Montréal
Panel: 5H Tema/Topic: 6 Edificio 2 (Fernando Barón), Auditorio Marino Troncoso
Building 2 (Fernando Barón), Marino Troncoso Auditorium Capacidad/Available seats: 113
IP168-English OWI and the Fractal Nature of Teaching Writing Scott Warnock Drexel University
IP094-English Strategies to rapidly accelerate L2 academic writing performance in tertiary-level adult learners Liliana Cuesta
Carl Edlund Anderson
Jermaine S. McDougald Universidad de la Sabana
IP106-English Writing in science at school: the progression of scientific writing in Chilean schools Margarita María Calderón López
Karin Ivonne Gonzalez Allende Universidad de Chile
IP113-English What gives writing audible voice? The mind of the reader Airlie Rose Estados Unidos (USA)
Panel: 6H Tema/Topic: 8 Edificio 34 (Alejandro Novoa), Auditorio Alejandro Novoa
Bulding 34
(Alejandro Novoa), Alejando Novoa Auditorium Capacidad/Available seats: 110
IP080-English Building Communities of Practice through teacher training on Written Corrective Feedback Emma Rye Universidad de los Andes
IP047-English Enriching knowledge and competence for the diverse writing classroom: a training regimen for faculty and tutors Maria Zlateva Boston University
IP188-English Supporting academic literacies: university teachers in collaboration for change Lotta Ann-ChristinLinnéa Bergman Faculty of Learning and SocietyUniversity of Malmö
IP112-English International Professional Development in Writing Instruction Sarah McCarthey University of Illinois at Urbana-Champaign

Topics


1

Students’ experiences and representations

What are the students perceptions about of their processes and practices in writing? What do students think about their institution’s initiatives to develop writing? How do students experience the academy through their writing processes?

2

Writing assessment

What is the effect of the assessment of writing into the students’ learning? How does feedback influence in writing learning processes? How do international standardized tests contribute to the assumptions about reading and writing practices? What role do international standardized tests play in national policies for the development of reading and writing?

3

Historical approaches

How can big social challenges be overcome in order to face inequality in access to reading and writing? What does it mean to read and write for a full exercise of citizenship in the XXI century? How do reading and writing work in a globalized and ideologically diverse world? How is freedom of expression affected because of such diversity?

4

Interculturality: L1, L2 and L3

How is writing assumed in intercultural classrooms? To what extent and in what matters does writing teaching (in L1, L2 and L3) converge and diverge?

5

Reading, Writing and Democracy

How can big social challenges be overcome in order to face inequality in access to reading and writing? What does it mean to read and write for a full exercise of citizenship in the XXI century? How do reading and writing work in a globalized and ideologically diverse world? How is freedom of expression affected because of such diversity?

6

Genres, functions, and uses of reading and writing

What are the dominant genres across the different levels of education? What are pedagogical and didactical demands imposed by such genres on teaching and learning processes? How can we incorporate different genres, functions and uses of writing into the curriculums? How does writing fulfill the needs of productive systems?

7

How does writing develop across the student's life?

What specific features does writing suppose for each level of education? How do those specific features relate to the subject’s literacy development? How are those specific features dealt with in terms of pedagogy? To what extent and in what matters does writing processes converge and diverge in the transition from one level of education to another one?

8

Teacher formation and classroom mediation through writing

How do professors from different disciplines get involved in their students' formation in writing? What particular features do teacher formation programs have regarding reading and writing? What specific demands are there for the formation as a researcher in the field of reading and writing?

9

Material design for teaching and learning writing processes; new technologies and alternative education modalities (e.g. distance education, rural education, inclusive education, etc.)

How do teaching and learning materials affect the development of writing processes? What changes in the acts of reading and writing have digital technologies brought about? What challenges face teaching of writing in virtual spaces of education? How do institutions, about writing processes, meet the challenges of diverse education modalities in the modern world?

10

Institutional Initiatives

How do institutions face writing issues? What theoretical foundations do institutions adopt? What difficulties have been encountered when highlighting the importance of writing in the curriculum? What is the balance of widely experienced institutional policies regarding writing development and research?