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You are invited to register for the 2022 CofC-USACH Virtual Conference

When: Apr 5-6, 2022 Starting at 04:00 PM Eastern Time (US and Canada)

 

Register in advance for this event:

https://cofc.zoom.us/meeting/register/tZwsd–rrT0jHtGTxfhlVgUIg8Jo3b-E2C-L

 

After registering, you will receive a confirmation email containing information about joining the meeting.

 

Second Annual CofC-USACH Virtual Conference – Schedule

April 5-6, 2022, 4 p.m. – 6:30 p.m. via Zoom

Day 1: April 5th

Panel Moderator: David Dulceany (CofC)

4:00-4:20 p.m.: “The effect of oral corrective feedback on the production of Present Perfect structures in a group of English Pedagogy students” (LING/PED)—Dr. Roxana Orrego and Dr. Ricardo Ubeda Menichetti , USACH

Oral Corrective feedback (CF) and the use of Present Perfect structures are two important pedagogical topics in second language acquisition research in recent years, but there is few research investigating effects of Oral CF on Present Perfect learning in Chilean university classroom settings. This research study, through conducting a quasi- experiment among 51 university students in Chile, explores the effect of teachers’ Oral CF on the learning of the 4 main uses of the Present Perfect (Experiential, Resultative, Conducive and Recent Past). According to the analysis of first-hand data, this study has found that oral CF has different effects on the learning of this grammatical structure. Preliminary results have shown that provision of a treatment period of oral corrective feedback seems to help the experimental groups in the learning of Present Perfect Structures. However, no significant statistical results were obtained when we compared results from the experimental and control groups. Accordingly, more longitudinal research is needed with larger samples in the near future.         

4:20-4:30 p.m.: Follow-up Q&A

4:30-4:50 p.m.: “Development of the Uses of Subjunctive in L2 Learners” (LING)—Ms. Abigail Smith, CofC

Native English speakers often struggle to acquire the subjunctive mood in Spanish, and its acquisition is seen as a benchmark of success in the study of the Spanish language (Collentine, 1995).  Acquisition of verbal mood can be difficult for L1 English learners of L2 Spanish for several reasons.  The subjunctive is used far less frequently in English than in Spanish. Additionally, the subjunctive is much less apparent in English and often is identical to other verb forms.  Furthermore, many contexts that require the subjunctive in Spanish elicit different verb forms (e.g., the infinitive) in English. For these reasons, L2 learners of Spanish often struggle with subjunctive, even at later stages of acquisition. This study examines the acquisition of the Spanish subjunctive in three types of clauses (nominal, adjectival, and adverbial) by adult, native English-speaking L2 learners at two different stages of acquisition. Participants enrolled in a fifth-semester Spanish course (N=17) or a more advanced Spanish linguistics course (N=11) completed two tasks, one open-ended and one multiple choice. In both tasks, learners completed sentences containing nominal, adjectival, or adverbial clauses with the correct verbal mood (indicative, subjunctive, or infinitive). This information was used to examine 1) whether L2 Spanish learners improve in acquisition of mood as they progress to more advanced courses, 2) which usages of subjunctive are most difficult for learners at each level, and 3) whether learners differ in their production on open-ended versus closed-ended tasks. Preliminary findings demonstrate that although learners do show some improvements at a later stage of acquisition, accurate mood selection is still difficult.  Adverbial clauses proved most difficult for participants at both levels. In addition, more errors were found in open-ended questions than closed-ended questions for participants at both levels, suggesting that while learners might have learned the rules for when to select and use each verbal mood, they have not yet automatized it in open-ended production. These findings contribute to a more complete understanding of acquisition of subjunctive in L2 learners of Spanish.

4:50-5:00 p.m.: Follow up Q&A

5:00-5:20 p.m.: “Respuesta cinemática de Carlos Saura a la dictadura de Francisco Franco” (FILM/CULT)—Ms. Emma Burton, CofC

Bajo la dictadura de Francisco Franco que empezó en 1939 y terminó con su muerte en 1975, España sufrió la represión casi total de su cine. Muchos cineastas huyeron, buscando países libres para crear. Carlos Saura quedó. Este ensayo explora las películas de Saura, creadas bajo la dictadura y promulgadas a despecho de la censura. Se enfoque en Peppermint Frappé (1967) y Cría Cuervos (1976), que examinan la dictadura de Franco desde el impacto que tiene sobre las relaciones interpersonales. En Peppermint Frappé, Saura explora el tratamiento de las mujeres durante el Franquismo, haciendo una yuxtaposición entre la mujer española y la mujer norteamericana para demostrar el rol cambiado de la mujer en la nación española. Usa una narrativa surrealista y el género de suspenso para hacer un comentario sobre el machismo de la sociedad Franquista sin represión de la censura. Cría Cuervos pinta la familia como microcosmo de la dictadura y encubre su criticismo usando un perspectivo fragmentado e inocente de una niña. Esta obra también incluye elementos de lo surreal en su inclusión de las alucinaciones de la protagonista como eventos reales que exponen cómo la dictadura tiene efecto en los funcionamientos de la familia, y por extensión, la nación entera. Este ensayo se enfoca en los métodos artísticos de Carlos Saura, quien criticó a la dictadura y sus cicatrices sobre la sociedad española no desde afuera, sino desde el centro de la nación.

5:20-5:30 p.m.: Follow-up Q&A

5:30-5:50 p.m.: “Los problemas de escritura más frecuentes, desde el punto de vista de la escritura académica, en los que incurren los estudiantes de pedagogía de la Facultad de Humanidades de la Universidad de Santiago de Chile”: Proyecto de tesis para postular al grado de Magíster en lingüística. (PED)—Prof. Melissa Castellón, USACH

La docencia es, por antonomasia, la profesión formadora y, por esta razón, existe la creencia de que las competencias lingüístico-discursivas de quienes ejercen esta profesión, en cualquiera de sus niveles, deben estar ampliamente desarrolladas para salvaguardar las necesidades comunicativas del estudiantado. Por esta razón, el presente proyecto de investigación tiene por objetivo describir los errores de escritura, desde el punto de vista de la escritura académica, que presentan los estudiantes de pedagogía de la Facultad de Humanidades de la Universidad de Santiago de Chile. A través de un diseño de investigación mixto, de alcance descriptivo, se buscará recopilar el corpus CAMOPED (Cartas Motivacionales de Estudiantes de Pedagogía) y, mediante un análisis de tipo inductivo se pretende sistematizar y describir los errores de escritura que cometen los estudiantes. Se espera poder establecer comparaciones entre las distintas pedagogías de la Facultad de Humanidades y, también establecer cuál es la frecuencia de los errores cometidos. Finalmente, se espera poder categorizarlos para que, en investigaciones futuras, esta información sirva de base para idear estrategias didácticas de escritura académica en las carreras de pedagogía.

5:50-6:00 p.m.: Follow-up Q&A

6:00-6:20 p.m.: “La Nueva Religión: Una Mirada al ‘boom latino’ en la industria musical de los EE.UU.” (MUS/CULT)—Ms. Elena Minolfo, CofC

6:20-6:30 p.m.: Follow-up Q&A

 

Day 2: April 6th

Panel Moderator: Colleen Moorman (CofC)

4:00-4:20 p.m.: “Identidad, nacionalidad y la frontera a través de un lente de la literatura y cine de Latinoamérica” (LIT/FILM/CULT)—Mr. John Quirk, CofC

4:20-4:30 p.m.: Follow-up Q&A

4:30-4:50 p.m.: “Enseñanza de la gramática del español: una revisión de la bibliografía” (LING/PED)—Dr. Manuel Rubio, USACH

La finalidad de la ponencia es exponer el resultado de una revisión bibliográfica sobre la enseñanza del español. Esta síntesis considera artículos publicado entre 2010-2020 en revistas editadas en español e indexadas en Wos y Scopus, puesto que las revistas que en tales indexaciones cuentan con un alto nivel de exigencia y un sistema de evaluación de experto que asegura que los artículos publicados posean las características de ser rigurosos y actualizados. La investigación se realizó a partir de la técnica denominada revisión integradora de la literatura que permite la construcción de nuevo conocimiento a partir de la revisión crítica y la síntesis reflexiva de lo planteado por la literatura concreta acerca de un tópico concreto (Torraco, 2005, 2016). Para esta exposición se consideran dos ejes temáticos: la gramática en la historia y la enseñanza de la gramática del español como lengua materna.

4:50-5:00 p.m.: Follow up Q&A

5:00-5:20 p.m.: “María Magdalena: el atractivo de la penitencia” (LIT/CULT)—Dr. Carmen Grace, CofC

Durante los siglos XVI y XVII los pintores y predicadores estimulaban los sentidos de los fieles a través de ciertos recursos retóricos cuya función era dar corporeidad a la dimensión espiritual. A partir del siglo XVI, la figura de María Magdalena alcanzó una popularidad nunca vista. Esta ponencia explora la contradicción aparente en la iconografía de la santa, sobre la que se formó una tipología llena de sensualidad no permitida en otras imágenes religiosas.

5:20-5:30 p.m.: Follow-up Q&A

5:30-5:50 p.m.: “Dialectal allophonic consonant transfer between Chilean Spanish and English in a group of English pedagogy students from a state-funded university” (LING/PED)—Mr. José Reyes, USACH

This presentation sheds light on an ongoing investigation on the role of regional allophonic consonant clusters found in Chilean Spanish in the production performance of consonant clusters in English as an L2. Chilean Spanish is heavily marked by sociolectal differences where certain sounds are downplayed whereas others are accepted based on these sociolinguistic constructs. This investigation attempts to determine whether these allophones facilitate or interfere with L2 production. The participants are a group of first-year students of English Teaching at a public university in Chile, who are divided into two groups depending on whether they use the affricate allophonic cluster /tɹ̥̌/ and /dɹ̌/ and those speakers who do not. The data is collected through the reading of headlines in General American English (GA) media, which is recorded, transcribed and examined. The data is to be compared so as to determine whether there is a relationship between these users of these Chilean allophone clusters and their production of English versus those who do not use such sounds.

5:50-6:00 p.m.: Follow-up Q&A

6:00-6:20 p.m.: “‘Historical Debt and Cultural Capital’ in Two Novels by Rafael Reig” (LIT/CULT)—Dr. Susan Divine, CofC

Spanish narrative is still in the wake of a “boom” of fictional and documentary narrations about the civil war, 40-year Dictatorship and Transition to democracy, and, therefore a corresponding boom of scholarship on this cultural production. Spanish novelist Rafael Reig’s 2011 Todo está perdonado and 2018 Para morir iguales both center on the final breaths of the Franco dictatorship and the transition to democracy. Published seven years apart at different points of the worst economic crisis to hit Spain and the Western world in the 20th and 21st centuries, the novels diagnose debt – personal, economic, historic – as the greatest impediment to a future that is any different from the past. And while they have similar reasons as to why crisis has paralyzed Spanish economy and identity, the seven years in-between provide telling differences.  Greatly reduced: in Todo está perdonado, the action of the novel leads to an attempt to violently overthrow the government. In Para morir iguales, the protagonist chooses beatus ille, an escape from the city to the rural to reflect and redirect his life.

6:20-6:30 p.m.: Follow-up Q&A

 

 

 

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