14:30 to 16:00

Abstracts

Panel: 1B	Tema/Topic: 4	Edificio 67, salón 309 Building 67, room 309	Capacidad/Available seats: 60
IP051-English	Teaching writing, mobility, and decoloniality	Amy Zenger	American University of Beirut
IP052-English	Five Mexican English teachers’ writing in English and Spanish: A longitudinal study	CANCELED	CANCELED
IP068-English	Developing Civic Engagement Among Egyptian Undergraduates: Involving US-Based Academic Literacies at the American University in Cairo	James Austin	Fort Hays State University

Panel: 2B	Tema/Topic: 8	Edificio 27, salón 607 Building number 27, room 607	Capacidad/Available seats: 60
IP137-English	Writing As A Process In Teacher Education: Analysis Of A Didactic Device And The Knowledge Necessary To This Formation Context	Maria Izabel Rodrigues Tognato  Joaquim Dolz	Unespar - Câmpus de Campo Mourão – Paraná Université de Genève
IP141-English	Academic writing of elementary teacher candidates: Identifying challenges	Svjetlana Curcic  Rachel E. Johnson  Lori A. Wolff	University of Mississippi  University of Mississippi  Fordham University
IP055-English	Assessing Consistent Sections of Advanced Communication Courses	Jo Mackiewicz	Iowa State University

Panel: 3B	Tema/Topic: 6	Edificio 67, salón 303 Building 67, room 303	Capacidad/Available seats: 60
IP201-English	Contrasting retyping, composing from prior knowledge, and essay writing: a keystroke analysis	Paul Douglas Deane	Educational Testing Service (ETS)
IP030-English	School writing practices, writing development and academic writing – how can they be combined in a coherent and effective schooling path?	José Antonio Brandão Soares de Carvalho	University of Miinho Reseach Center in Education (CIEd)
IP107-English	The Language Zone In Strategic And Interactive Writing Instruction	Hannah Dostal	University of Connecticut

Panel: 4B	Tema/Topic: 1	Edificio 67, salón 206 Building 67, room 206	Capacidad/Available seats: 50
IP108-English	If you built it, Will they use it? Findings and Recommendations from a Study of Pedagogy in Writing Classrooms Built for Active Learning	Julia Voss	Santa Clara University
IP016-English	Effects of reduced visual feedback on writing	David Galbraith	University of Southampton
IP199-English	Ground(ed) up Theory: Starting from What Youth Writers Tell Us	Tom Meyer	State University of New York
IP078-English	Literacy practices with smartphones in Finnish upper secondary school classrooms	Liisa Tainio Riitta Juvonen	University of Helsinki

Panel: 5B	Tema/Topic: 10	Edificio 67, salón 212 Building 67, room 212	Capacidad/Available seats: 50
IP020-English	Rethinking classroom talk for writing: Taking a long view	Susan Jones Debra Myhill Helen Lines	University of Exeter
IP083-English	Writing Programs Worldwide: New Web-based Phase of the Research	Chris Thaiss  Aparna Sinha	University of California, Davis  California Satate University, Maritime Academy
IP198-English	Developing a Yearlong Professional Development Model on Writing Strategy Instruction	Zoi Philippakos Charles MacArthur	University of North Carolina University of Delaware
IP169-English	Collecting data for determining effectiveness	Herman Louis  Consuelo Salas  Terence McEneny  Lizbet Tinoco	University of Texas at El Paso

Panel: 6B	Tema/Topic: 8	Edificio 67, salón 207 Building 67, room 207	Capacidad/Available seats: 50
IP034-English	University teachers, spheres of activity and writing genres	Liliana del Pilar Gallego  Montserrat Castelló Badia Antoni Badia Garganté	Universidad de Caldas  Ramon Llul University  Open University of Catalunya
IP044-English	A Study of Teacher Formation in a Writing Across the Curriculum Program	Andrea Louis Williams  Walter Brock MacDonald	University of Toronto
IP045-English	Teacher Response, Emotion, and the Shaping of Student Perceptions of Agency	Bronwyn T. Williams	University of Louisville

Panel: 7B	Tema/Topic: 7	Edificio 67, salón 405 Building 67, room 405	Capacidad/Available seats: 50
IP085-Español	Estudio comparativo didáctico - experimental entre dos condiciones de enseñanza (enseñanza implícita en el contexto de prácticas y enseñanza explícita de letras) con niños de salas de 5 años y de primer grado de escuela primaria que producen escrituras presilábica y silábica	Florencia Zanotti  Viviana Izuzquiza	Universidad Nacional del Centro de la Provincia de Buenos Aires
IP103-Español	El desarrollo integral de los niños y niñas de primera infancia, a través de los pilares de la educación inicial El juego, el arte, la literatura y la exploración con el medio	Carol Robles	Secretaría Distrital de Integración Social
IP081-Español	Formación de lectores en la educación básica: ¿Qué niveles de autonomía propician los profesores con sus retroalimentaciones cuando ayudan a comprender?	Andrea Bustos Ibarra	Pontificia Universidad Católica de Valparaiso

Panel: 8B	Tema/Topic: 7	Edificio 67, salón 204 Building 67, room 204	Capacidad/Available seats: 60
IP071-Español	La evaluación externa en el campo de lenguaje: Un análisis comparativo entre la prueba Pisa y la prueba Saber	Jakeline Cubillos Sánchez	Secretaría de Educación de Bogotá
IP033-Español	Relevancia del desarrollo psicomotor en la adquisición de la lectoescritura: Un estudio de caso	Viviana Hincapié	Universidad Nacional de Colombia
IP152-Español	La escritura de textos académicos entre el pregrado y el postgrado	Mireya Cisneros	Universidad Tecnológica de Pereira

Panel: 9B	Tema/Topic: 7	Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala D Building number 49 (Félix Restrepo), Felix Restrpo auditorium, room D	Capacidad/Available seats: 35
IP007-Francés	La lecture au service de l’écriture des genres à l’école française	Marie-Noëlle Roubaud  Christina Romain	Aix Marseille Université
IP015-Francés	Un programme d’activités pédagogiques pour développer la fluidité et favoriser la compréhension en lecture chez des élèves en difficulté en classe ordinaire au primaire	France Dubé	Université du Québec à Montréal
IP010-Francés	Le rôle de la conscience morphologique et des stratégies morphologiques dans la production des morphèmes chez des élèves francophones de 4e année du primaire	Anila Fejzo  Alain Desrochers  Rahima Salah  Rihab Saidane  Kathleen Whissell-Turner  Nathalie Chapleau	Université du Québec à Montréal Université d’Ottawa
IP019-Francés	Comment évolue le rapport à l’écriture en L1 et en L2 d’élèves de sixième primaire participant à un programme intensif d’apprentissage de l’anglais langue seconde?	Olivier Dezutter  Lynn Thomas  Véronique Parent Corinne Haigh Sunny Lau Man Chu  Cécile Sabatier	Université de Sherbrooke  Université Bishop’s Université Simon Fraser

Panel: 10B	Tema/Topic: 6	Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala E Building number 49 (Félix Restrepo), Felix Restrpo auditorium, room E	Capacidad/Available seats: 35
IP013-Francés	Voir l’écriture autrement grâce au forum de coélaboration de connaissances	Godelieve Debeurme	Université de Sherbrooke
IP009-Francés	Interaction entre lecture et écriture dans l’acquisition d’une expertise en formation à distance en master de rédaction professionnelle : étude empirique.	Christina Romain  Rey V.  Pereira M.-E	Aix Marseille Université - ESPE Aix en Provence
IP006-Francés	La perception du destinataire dans les stratégies discursives : de la pertinence à l’adéquation	Labasse Bertrand	University of Otawa

Panel: 11B	Tema/Topic: 6	Santiago Páramo Auditorium, building number 2 (Fernando Barón), 7th floor	Capacidad/Available seats: 50
IP002-Portugués	A interface entre conhecimento gramatical e ortografia em estudantes do ensino superior	Otília Costa de Sousa	Instituto Politécnico de Lisboa, UIDEF U.Lisboa
IP014-Portugués	Leitura e escrita para o desenvolvimiento metalinguistico	Luciana Faria Pereira  Natalia Nobre de Lima	Universidade Federal do Rio de Janeiro
IP012-Portugués	A produção de fan-fictions na internet: diálogos com narrativas japonesas	Karen Dias de Sousa	Universidade Estadual de Campinas - Unicamp

Panel: 12B	Tema/Topic: 8	Edificio 67, salón 713 Building 67, room 713	Capacidad/Available seats: 50
IP023-Portugués	Formação docente no curso de pedagogia: em prol da leitura e da escrita?	Verônica Maria de Araújo Pontes	Universidade do Estado do Rio Grande do Norte-UERN
IP007-Portugués	A escrita no currículo: conceções e práticas de profesores do 1.º Ciclo do Ensino Básicos	Carolina Maria Gonçalves Vanda Vilela	Escola Superior de Educação de Lisboa \| CICS.Nova, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa  Instituto de Educação da Universidade de Lisboa
IP003-Portugués	Escrita na formação docente inicial: relação entre teoria, metodologia e prática	Adriana Beloti	Universidade Estadual do Paraná e Universidade Estadual de Maringá
IP008-Portugués	Leitura literária e a formação docente	Celia Belmiro	Universidade Federal de Minas Gerais

Panel: 13B	Tema/Topic: 6	Edificio 27, salón 307 Building 27, room 307	Capacidad/Available seats: 30
IP018-Portugués	Sinais de pontuação e comentários feitos por alunos recém-alfabetizados: estudo comparativo entre duplas de alunos brasileiros e franceses	Eduardo Calil de Oliveira	Universidade Federal de Alagoas
IP021-Portugués	Gêneros e Letramentos acadêmicos em comunidades disciplinares em Humanidades, Ciências Nautirais e Exactas e Tecnologias	Désirée Motta Roth Amanda Pretto Ana Schmidt Helena Vitalina Selbach Anelise Scotti Scherer	Universidade Federal de Santa Maria
IP024-Portugués	Reflexos e influencias do ensino de leitura escrita na producao do texto academico	José Antônio Vieira	Faculdade de Educação de Bacabal/MA-Brasil, além da Universidade Federal do Rio Grande do Norte/UFRN

Symposium: 1B	Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala A Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room A		Capacidad/Available seats: 108
S004-Portugués	Práticas letradas acadêmicas (mobilizadas) na formação inicial e continuada de professores	Raquel Salek Fiad Jane Quintiliano G. Silva Flávia Danielle Sordi Silva Miranda Nelita Bortolotto Luiz André Neves de Brito Ludmila Thomé de Andrade	Universidade Estadual de Campinas Pontifícia Universidade Católica de Minas Gerais Universidade Federal do Rio de Janeiro Universidade Federal de Santa Catarina Universidade Federal do Rio de Janeiro

Symposium: 2B	Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala B Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room B		Capacidad/Available seats:
S016-English	Academic Transitions: Understanding Student Experience and Agency in University Settings	Jennifer Johnson Silvia Neves Amy Hodges Leslie Seawright Nicole Warwick Kara Mae Brown Maria Ester W. Moritz Karina Rodriguez Lacerda LeeAnn Rudd	University of California, Santa Barbara University of California, Santa Barbara University of California, Santa Barbara Universidade Federal de Santa Catarina

Symposium: 3B	Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala C Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room		Capacidad/Available seats: 108
S005-Español	Prácticas y enseñanza de la escritura en la formación de profesores y de comunicadores sociales	Márcia Sipavicius Seide Jéssica Paula Vescovi Lucía Natale David Fragoso Franco Yolanda G. López Franco Ignacio Pineda Pineda	Universidade Estadual do Oeste do Paraná (UNIOESTE) Universidad Nacional de Luján – Argentina, Brasil Universidad Nacional de General Sarmiento Fes Acatlán De La Universidad Nacional Autónoma De México (Unam)

Mesa Redonda/Round Table: 1B	Edificio 3 (Gabriel Giraldo), Auditorio Luis Carlos Galán Building 3 (Gabriel Girlado), Luis Carlos Galán Auditorium		Capacidad/Available seats: 219
RT007-Español	Los centros y programas de escritura en Latinoamérica: un mismo objetivo, diferentes aproximaciones y una nueva definición	Violeta Molina  Sylvia Marie Casillas-Olivieri  Lylith Ormsby Verónica Sánchez	Pontificia Universidad Javeriana de Cali  ITAM Universidad de Turabo

Mesa Redonda/Round Table: 2B	Edificio 20 (Jorge Hoyos Vásquez), Auditorio Alfonso Quintana Cárdenas Building 20 (Jorge Hoyos Vásquez), Alfonso Quintana Cárdenas Auditorium		Capacidad/Available seats: 260
RT008-Español	Modelos culturales, discursivos y linguísticos en la producción textual en lengua extranjera	William Sánchez  Vladimir Núñez  Javier Reyes  Constanza Pulido  Nancy Agray  Jessica Payeras  Jeanette Sánchez  Clemencia Rodas - Pérez	Pontificia Universidad Javeriana  Université Du Quebec à Montreal (Canadá) Universidad de Warwick (Reino Unido) Universidad de Keimyung Universidad de Oklahoma

Mesa Redonda/Round Table: 3B	Edificio 34 (Alejandro Novoa) , Auditorio Alejandro Novoa  Building 34 (Alejandro Novoa), Alejandro Novoa Auditorium		Capacidad/Available seats: 110
RT009-Español	Leer y escribir en la formación docente: Experencias con un recurso educativo digital abierto	Claudia Patricia Quintero Alvarado  Mónica Cristina Pérez  Ingrid Consuelo Muñoz  Gloria Amparo Rodriguez Barreneche  Fanny Blandón Ramírez Yamileth Palomeque Quiñónez Patricia Aragón Sánchez	Liceo Quial. Cali I.E. CEAT General Piero Marioti. Yumbo Ministerio de Educación Nacional Programa Todos a Aprender Cali Universidad del Valle. Cali Pontificia Universidad Javeriana. Bogotá Institución Educativa CEAT General Piero Marioti

Mesa Redonda/Round Table: 4B	Edificio 41 (Pablo VI), Auditorio Pablo VI Building 41 (Pablo VI), Pablo VI Auditorium		Capacidad/Available seats: 144
RT012-Español	Estudios sobre las pruebas estandarizadas en lectura y escritura en la Educación Superior en Colombia (SABER PRO)	María Clara Correal  Alexandra Pulido Diana Benavides Adriana Goyes Humberto Sánchez   Beatriz Mejía   Joaquín Restrepo   Sandra Melo   Adriana Gordillo  Margot Acosta Leal  Carolina Báez  Zulma Martínez Preciado   Guillermo Hernández   Daniel Quecán  Luis Chacón   Mariano Lozano	REDLEES

Mesa Redonda/Round Table: 5B	Edificio 2 (Fernando Barón), Auditorio Marino Troncoso Building 2 (Fernando Barón), Marino Troncoso Auditorium		Capacidad/Available seats: 113
RT011-Español	La formación docente, escritura y tecnologías digitales:experiencias en México y Colombia	Judith Kalman Adriana de la Rosa  Óscar Hernández  Irán Guerrero Mauricio Pérez Abril	DIE-CINVESTAV Departamento de Investigaciones Educativas, Centro de Investigaciones y Estudios Avanzados del IPN, México  Universidad Autónoma de Occidente  Universidad Nacional Autónoma de México  Pontificia Universidad Javeriana

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

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?