14:30 to 16:00
| Panel: 1E | Tema/Topic: 1 | Edificio 67, salón 214 Building 67, room 214 |
Capacidad/Available seats: 55 |
|---|---|---|---|
| IP004-Francés | La lecture d’un roman en classe de français langue seconde | Djaouida Hamdani | Université du Québec à Montréal |
| IP043-Español (francés) | Dictation transformé comme une stratégie pédagogique en L2 | Fernande Lucette Menet | Universidad Santo Tomás Bucaramanga |
| IP005-Francés | L'importance de la séquence : oral, lecture et écriture en espagnol et français langue étrangère à travers l’Approche Neurolinguistique (ANL) en contexte universitaire | Jessica Payeras
Ayarid Guillén Djaouida Hamdani |
Université du Québec à Montréal |
| IP012-Francés | Les dictées métacognitives peuvent-elles améliorer la motivation et la compétence à écrire en français chez des adolescents scolarisés dans cette langue en contexte minoritaire? | Marie Nadeau | Université du Québec À Montréal |
| Panel: 2E | Tema/Topic: 7 | Edificio 67, salón 403 Building 67, room 403 |
Capacidad/Available seats: 45 |
|---|---|---|---|
| IP042-Español | Desarrollo de distintos tipos de textos en niños de primaria. Caso Bogotá | María Rosaura González Serrano
Ligia Ochoa Sierra |
Universidad Nacional de Colombia |
| IP001-Español | La revisión de los textos y la autorregulación de la escritura en el aula de Secundaria. Un estudio sobre el uso de los tiempos verbales del pasado en las narraciones | Carmen Rodríguez-Gonzalo | Universitat de València |
| IP062-Español | Leer, escribir y hablar en una emisora escolar | Emma Adriana De la Rosa
Claudia Alexandra Roldán Morales |
Universidad Autónoma de Occidente |
| IP050-Español | Alfabetización académica: Investigaciones desde el postgrado hacía la escuela o el colegio | Fulvia Morales | Universidad de Panamá |
| Panel: 3E | Tema/Topic: 2 | Edificio 67, salón 304 Building 67, room 304 |
Capacidad/Available seats: 45 |
|---|---|---|---|
| IP012-Español | Sobre cómo influímos los docentes en el autoconcepto lectoescritor de los estudiantes | Fabio Enrique Barragán Santos | Unisangil |
| IP146-Español | Prácticas y representaciones de lectura y escritura en los estudiantes de la Universidad Autónoma de la Ciudad de México | Cecilia Thomsen Zenteno Marco Antonio Noguez Córdoba Gabriela Bayona Trejo Carolina Galván Espinosa Ana María Hernández López Mayela Parra Barboza Pilar Rodríguez Juárez |
Universidad Autónoma de la Ciudad de México |
| IP104-Español | Entre-textos universitarios: Leer y escribir en el marco de la construcción de un proyecto de grado | Nylza Offir Garca Vera | Universidad Pedagógica Nacional |
| Panel: 4E | Tema/Topic: 10 | Edificio 67, salón 404 Building 67, room 404 |
Capacidad/Available seats: 55 |
|---|---|---|---|
| IP156-Español | Pasarse "la pelota" de la escritura. Condiciones de posibilidad para el trabajo docente colegiado, como oportunidad para contribuir a la formación de lectores y escritores críticos de la facultad de ciencias de la comunicación de Uniminuto, sede principal | Paola Ruiz-Rodríguez | Corporación Universitaria Minuto de Dios |
| IP035-Español | El papel de la modalidad en la formación de la comunidad de fisioterapeutas en desarrollo | María del Pilar Martínez y Menchaca | Universidad de las Américas Puebla |
| IP049-Español | Caracterización de prácticas de escritura en un programa de Biología | Alejandro Córdova Jiménez
Felipe González Catalán Lisbeth Arenas Witker |
Pontificia Universidad Católica de Valparaíso |
| Panel: 5E | Tema/Topic: 2 | Edificio 67, salón 504 Building 67, room 504 |
Capacidad/Available seats: 55 |
|---|---|---|---|
| IP149-Español | Escribir el "trabajo final" en ingeniería: el proceso y el acompañamiento | Jusmeidy Zambrano
Natalia Rosli |
Universidad Nacional de Chilecito/ GICEOLEM, CONICET |
| IP057-Español | Del portafolio a la revista digital: Un proceso de lectura, escritura y corrección | Judith Villamizar | Pontificia Universidad Javeriana |
| IP060-Español | El parámetro "cantidad de palabras" en función del nivel en la certificación del español académico | María Cecilia Ainciburu | Universidad Antonio de Nebrija (Madrid) y Università degli Studi di Siena (Italia) |
| IP032-Español | Reporte de la prueba diagnóstica de escritura como modelo de retroalimentación formativa | Wilson Andrés Bautista Ríos
María Isabel Patiño |
Universidad de los Andes |
| Panel: 6E | Tema/Topic: 1 | Edificio 67, salón 507 Building 67, room 507 |
Capacidad/Available seats: 55 |
|---|---|---|---|
| IP110-English | Examining the Role of Self-Efficacy for Writing on Writing Achievement and Self-Regulation | Sharon Zumbrunn
Marcie Walsh |
Virginia Commonwealth University |
| IP074-English | The relationship between metalinguistic understanding, student writing and teaching | Helen Lines Debra Myhill Susan Jones |
University of Exeter |
| IP125-English | Apprentices Becoming Masters: Dissertation Boot Camps and Navigating the Threshold Between Graduate Student and Full-Fledged Member of a Discipline | Kathryn Baillargeon | University of California, Santa Barbara |
| IP130-English | The Transformative Power of Purposeful Talk: Writing Conference Genres and How They Position Children as Authoritative Agents or Passive Observers | Lisa Hawkins | Ball State University |
| Panel: 7E | Tema/Topic: 4 | Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala D Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room D |
Capacidad/Available seats: 35 |
|---|---|---|---|
| IP135-English | Writing learning using Arts in a multilingual context in Grade 3 | Carolina María Dias Gonçalves Ágata Pereira |
Escola Superior de Educação de Lisboa | CICS.Nova, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa |
| IP161-English | Developing Multilingual Technical Communication Curricula: Current Models and Future Goals | Laura Gonzales | University of Texas at El Paso |
| IP090-English | State Writing Standards and Assessments as Predictors of Student Writing Achievement: Analysis of NAEP Data | Gary Troia | Michigan State University |
| Panel: 8E | Tema/Topic: 6 | Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala A Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room A |
Capacidad/Available seats: 108 |
|---|---|---|---|
| IP200-English | Reverence, Refuge, Despair, and Loss: Poetic Encounters with Nature | Mary Sawyer Zanyell Garmon | State University of New York, New Paltz |
| IP194-English | What makes writing 'academic'? | Julia Molinari | University of Nottingham |
| IP076-English | University teachers and their feelings as writers | Montserrat Castelló Badía
Liliana del Pilar Gallego Castaño |
Universitat Ramon Llull Universidad de Caldas |
| IP098-English | An experimental study of Strategic and Interactive Writing Instruction | Kimberly Wolbers
Hannah Dostal Jennifer Renée Kilpatrick Steve Graham Lee Branum-Martin |
University of Tennesee
University of Connecticut University of North Florida Arizona State University Georgia State University |
| Symposium: 1E | Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala C
Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room C |
Capacidad/Available seats: | |
|---|---|---|---|
| S012-English | Writing Development and Instruction Across Preschool and Elementary School | David Coker Young-Suk Grace Kim Stephen Hooper Costa Lara Jane Sideris, J. Green, M. Lanz, K. Jordan, R. Fernandez, E. Edwards,C. Vanselous, S. Yerby, D. Austin Jennings Charles MacArthur Elizabeth Farley Cynthia S. Puranik Michael Hebert Janet Bohaty Ron Nelson Julia Roehling |
University of Delaware, U.S. Florida State University University of Delaware, U.S. Georgia State University University of Nebraska—Lincoln |
| Symposium: 2E | Edificio 2 (Fernando Barón), Auditorio Marino Troncoso
Building 2 (Fernando Barón), Marino Troncoso Auditorium |
Capacidad/Available seats: 113 | |
|---|---|---|---|
| S004-English | Functions and uses of digital writing. Insights from 3 text oriented ethnographical studies | Mari-Ann Igland Joke Dewilde Elin Strømann Atle Skaftun |
Norwegian University of Science and Technology University of Oslo Norwegian University of Science and Technology University of Stavanger |
| Symposium: 3E | Edificio 20 (Jorge Hoyos Vásquez), Auditorio Alfonso Quintana Cárdenas
Building 20 (Jorge Hoyos Vásquez), Alfonso Quintana Cárdenas Auditorium |
Capacidad/Available seats: 260 | |
|---|---|---|---|
| S002-Español | Aprender a leer y escribir en contextos complejos, al mismo tiempo que se aprende a ser docente y a ser un profesional | Ana María Méndez Puga María de Lourdes Vargas Garduño Alethia Danae Vargas Silva Olga López Pérez María de Jesús Pasallo Zepeda Irma Leticia Castro Valdovinos Jazmin Erandi Rodríguez Denise Alexia Cuevas Verónica Oros Servín Laura Teresa Rayas Rojas Andrea Nayeli Pérez Bedolla Erwin Rogelio Villuendas Mariana Uribe Cortés Nancy Karen Ramírez Sánchez |
Universidad Michoacana de San Nicolás de Hidalgo (UMSNH)
Instituto Michoacano de Ciencias de la Educación |
| Mesa Redonda/Round Table: 1E | Edificio 41 (Pablo VI), Auditorio Pablo VI
Building 41 (Pablo VI), Pablo VI Auditorium |
Capacidad/Available seats: 144 | |
|---|---|---|---|
| RT003-Español | Las evaluaciones de tutoría que hacen los estudiantes como insumo para mejorar la propia práctica | Lina Paola Lara Negrette
Juliana Sandoval Álvarez María José Ramírez Gómez |
Universidad de los Andes |
| Mesa Redonda/Round Table: 3E | Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala B
Building number 49 (Félix Restrepo), Félix Restrepo Auditorium, room B |
Capacidad/Available seats: 96 | |
|---|---|---|---|
| RT002-English | Multilingual Students and Tutors: Cultivating New Writing Center Practices Across Borders | Herman Louis Aaron
Consuelo Salas Terence McEneny Lizbet Tinoco |
University of Texas at El Paso |
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?