I will be presenting my final paper from SPAN 357—a comparative analysis of the characters Don Quijote from Miguel de Cervantes’s novel Don Quijote de la Mancha and Silvana from Giuseppe De Santis’s film Bitter Rice. This paper explores how the character of Don Quijote is one that transcends temporal and geographic limits and reincarnates through the character of Silvana, who like Quijote, develops an irrational worldview based on the literature she consumes. What I intend to demonstrate through this project is how the literature that one consumes influences their perspective and thus their behaviour by contrasting how Silvana, influenced by American romance photo-novels, develops an individualistic world view that separates her from the proletariat and converts her into an agent of their exploitation, while Quijote, influenced by chivalric romances, attempts to right the injustices of the world by aiding the exploited.

The research project investigates the historical diffusion of the Latin term 'caseus formaticus', specifically focusing on the lexical rise and transmission of 'formaticum' (i.e., denotes "cheese made in a mould"). It explores possible and alternative perspectives for how this specialized term may have gradually popularized 'formaticum' in several Romance languages, eventually becoming the standard root term for cheese. By integrating linguistic analysis with research in historical archaeology and archives, it examines the pivotal roles in the innovation of dairy technology, the mobility of pastoral practice, and the inter-monastic involvement in cheesemaking. Ultimately, the research seeks to better understand the circulation of product, practice, and the popularized term across their shared geographical regions, the Pyrenees and the Alps, giving rise to French 'fromage', Friulan 'formadi' and Catalan 'formatge'. This research is based on the final project for Dr. Anne Salamon’s RMST 300 course.

I would like to present a film analysis I submitted in an RMST 361 course—Introduction to Portuguese and Brazilian Literature. The film analysis is titled Queering Linha de Passe and explores the use of queer not as an identity category but as a analytical tool, the "open mesh of possibilities" made apparent in a critique of gender and sexuality essentialism. This project will make great use of queer and feminist theory and methodologies in the close analysis of scenes from the film Linha de Passe by Walter Salles and Daniela Thomas.

We will be making a Spanish tortilla in the Spanish language to share how easy and fun it is to cook food from other cultures! We will make a visually entertaining and humorous video to keep the audience engaged, and we are very excited to share our Spanish tortilla recipe!

Inspired by artist Claude Cahun (1894-1954), viewers are invited to consider complexities of self-presentation and the depths of our inner selves through an original work titled Unveiled/Reveal. I built the image through layers of double exposure and blurred motion, contrasted with symbols like hands concealing eyes and the mask motif. The moving words of Cahun, “Beyond this mask, another mask,” were a revelation to me. Cahun adds, “I will never finish removing all these faces,” emphasizing the idea that identity has infinite levels waiting to be revealed. Are we destined to be always unraveling our various identities? Can a person ever really take off the mask?

This creative project, developed for SPAN 364: Colonial Encounters in Spanish-American Literature and Culture, is based on my experience living in Quetzaltenango (Xela), Guatemala. Inspired by the Popol Vuh and testimonies of Mayan immigrants in Canada, the project introduces the city through a “non-touristic cultural guide.” Instead of presenting Quetzaltenango as a conventional travel destination, this guide invites readers to explore the different cultural layers of the city. Through observations of architecture, food, environment, and everyday life, it highlights the coexistence of Maya cultural continuities and colonial legacies. By combining personal reflection with cultural analysis, the project shows how Maya heritage still appears in everyday spaces, from commercial branding to domestic aesthetics. At the same time, it reflects on the tensions between cultural preservation and modernization that shape the city’s future. The project proposes another way to “read” Quetzaltenango as a living cultural landscape where history, identity, and development intersect.

I will be presenting my final work from FREN 443, presenting on the links between colonialism and tourism in French Polynesia and asserting that tourism is a modern form of colonialism on the islands. I will discuss the links between colonial fantasies and tourist marketing: early European interpretations of Polynesian Islands and people being repurposed to entice tourists today. The exploitation of land, culture and people is another link between colonialism and tourism: the most popular luxury hotels are perpetually built at the expense of the natural ecosystem in styles that mimic traditional Polynesian houses, and where tourists are treated to "cultural" experiences that they have come to expect from colonial-based tourism marketing. Finally, I will explore the relationship of colonialism, tourism and nuclear testing: how tourism started in the islands as a result of infrastructure created for nuclear testing and how it functioned to conceal the detrimental impacts of nuclear tests.

I would like to make a visual poster with a description of how I visited the Azores, Portugal for the first time with my family. I would like to make a digital poster with photos of my family, places, etc.

I would like to present on perceived and real barriers to learning French, stemming from prejudice in Western Canadian Anglophonic culture. I will delve into several reasons that Anglophones feel they cannot or should not learn French, and I will explore ways to overcome this prejudice and misinformation, through education and dissemination of information. I will draw from previous research done on the subjects of French and general language learning, cultural and linguistic prejudice, my own surveys, and lived experience to create a holistic presentation with a solution-seeking approach. I will not focus on areas including socioeconomic barriers to learning French, nor physical barriers to language learning, such as cognitive impairment. These areas will require further research.

I would like to present my Honours research project (FREN 499). I will compare two French science-fiction novels: Jules Verne’s Paris au XXe siècle and Albert Robida’s La Vie électrique. I will briefly introduce the Marxist literary lens, with a focus on the theory of the Frankfurt School. I will talk about why it’s a pertinent lens for studying 19th century SF, and how I applied this lens to dig into the social and artistic significance of Verne and Robida’s imaginary worlds.

The coursework I will be presenting is a 7-page essay I wrote as a final from SPAN 357, conducted by Raúl Álvarez Moreno, in the first semester of the 2025-2026 winter session. The work is a literary comparative essay regarding the conflict between illusion and reality, and I compare Don Quijote de la Mancha, a fictional historical figure in old Spanish literature, and Truman from the movie, "The Truman Show". Both of the protagonists live in a fictional world of their own, but the difference lies in how each of them perceive it and how they decide to overcome this unusual setting. The essay highlights the importance of life setting and self-control.

I hope to present a visual poster that explores the relationship between France and Korea through several key sections, including diplomacy, economic cooperation, cultural exchange, and opportunities for French speakers in Korea. The poster will incorporate relevant data, visuals, and online resources to create an informative experience. It will highlight elements such as embassies, trade partnerships, educational exchanges, and the presence of French culture in Korea. Through this presentation, I hope to convey my interest in connecting my cultural background with my passion for the French language and demonstrate how linguistic and cultural exchange can help strengthen international relations.

Je souhaite participer en parlant de l'influence que la culture française a sur moi en tant qu'apprenant du français. J'ai choisi ce sujet parce que je pense qu'il est important de parler de la manière dont le fait d'être inspiré par une culture peut vous aider à mieux apprendre une langue. Je voudrais parler de l'influence que le cinéma, la musique, la gastronomie et le mode de vie ont exercée sur moi dans mon apprentissage du français. Je vais expliquer en détail comment l'apprentissage du français m'a aidé à mieux apprécier et comprendre la culture française. Je vais vous donner des exemples de mes films préférés, du style français qui m'inspire et de la culture lifestyle à laquelle je m'identifie. Je voudrais réaliser ma présentation sur papier, puisque je souhaite utiliser de nombreuses images pour illustrer l'esthétique qui m'a inspiré visuellement.

Throughout the semester, we have explored the concept of identity across a range of texts, including “Terrorismo lingüístico” by Gloria Anzaldúa, “Instrucciones para mi muerte” by Camila Sosa Villada, “Me gritaron negra” by Victoria Santa Cruz, “Los nadies” by Eduardo Galeano, and “Identidad y exilio” by Jorge Duany. Our analytical approach has focused particularly on language use and the rhetorical and linguistic strategies these authors employ to articulate identity.

As part of the course assignment titled “Discussions,” students engaged in a reflective process following our analysis of these texts, examining their own identities through writing. I believe this proposal would resonate strongly with many FHIS students, as my students reflect deeply on their multilingual backgrounds and their experiences approaching and inhabiting a new language. Although the reflections are written in Spanish, English translations will be available.

Our idea is to create an interactive mural that would display selected student writings alongside other expressive forms they choose to include (phrases, images, drawings, etc.). The installation would also invite members of the broader community to contribute brief reflections on their own identities, thereby fostering dialogue and engagement.

You may create a visual presentation about any topic related to your coursework in a French, Spanish, Italian, Portuguese, or Romance Studies course, which you have taken/are taking during Term 1 or Term 2 of the 2025-2026 Winter Session. This can be related to language, linguistics, literature, culture, history, etc.

You can present coursework that has already been completed or is still a work in progress. For example: a final project that was already submitted in Term 1, and a final project that has yet to be submitted in Term 2, are both acceptable.

Most traditional academic posters follow this template (see downloadable version).

However, you are welcome to present your projects through any visual format (e.g., podcast, non-traditional poster, graphic novel, short video essay, narrative film, etc.).

Presenters are responsible for providing their own materials or equipment.

Printed Posters:

• You are responsible for printing your own presentations. The cost of printing will not be covered by the Department. To avoid printing costs, we encourage you to display your poster presentation on a laptop instead.
• Services like Copy Smart provide on-campus printing services for traditional academic posters. Please keep in mind that they charge a printing fee, which is up to your discretion.

Technological Equipment:

• If you are presenting on a laptop, you are responsible for bringing your own laptop and laptop charger.
• You are responsible for ensuring that none of your equipment gets stolen.
• External speakers are not permitted, as it will create too much conflicting noise with other presentation booths. If your presentation requires audio, you can either add captions or provide headphones that do not go inside the ear (for hygienic reasons).

You can present in English or your target language (French, Spanish, Italian, or Portuguese). The choice is yours!

By March 6, 2026 before 5:00 PM: Submit a 150-word abstract that summarizes the project or coursework you will be presenting through the registration form.

By March 13, 2026: The organizing team will inform you if your presentation has been accepted.

Engage in casual discussion with people who visit your presentation.

Date: March 27, 2026 (Friday)
Location: Buchanan Tower - Rooms 726 and 813
Time:
Set-up: 2:30-3:00 PM
Presentation: 3:00-5:00 PM