Resume

• 2009

  Doctor of Philosophy (Ph.D.)

  French and Francophone Studies (French and Haitian Literature)

  Cornell University

• 2006

  Master of Arts (M.A.)

  French Studies

  Cornell University

• 2001

  Bachelor of Arts (B.A.)

  Minor in Secondary Math Education

  French Language Teacher Education

  University of Arizona

• French

  Microsoft Word

  Qualitative Research

  Spanish

  HTML

  Windows

  Microsoft Office

  PowerPoint

  SPSS

  Public Speaking

  Translation

  Teamwork

  Haitian Creole

  Research

  English

  Editing

  Social Media

  Teaching

  Higher Education

  Caribbean Ethnobotany Before Roumain: Eugène Nau’s Nineteenth-Century Contribution to an Understanding of the ‘Indian Flora of Haiti'.

  Scholars have critiqued the lack of methodological rigor in Jacques Roumain’s writing on Amerindian plant use of the Pre-Columbian period. Though important

  these critiques have neglected the continuities between Roumain and nineteenth century Haitian botanical thought. I argue that the brief text

  “Flore indienne d’Haïti” (1854)

  by Eugène Nau

  provides a genealogy for Roumain’s use of plants as the means by which a non-biological identification between the Taino and Haitians could be strengthened. Drawing on Foucault and recent histories of colonial Caribbean botany

  I further examine the epistemological tensions between indigenous nomenclature and European botanical practice in Nau’s text.

  Caribbean Ethnobotany Before Roumain: Eugène Nau’s Nineteenth-Century Contribution to an Understanding of the ‘Indian Flora of Haiti'.

  Could You Repeat that? A Brief Guide to Oral Corrective Feedback in the Language Learning Classroom and Beyond

  Pourrais-tu répéter ? Guide sur la rétroaction corrective à l’oral dans les cours de langue et ailleurs

  Francesca Fiore

  Cracking the Correction Code: Improving Student Writing in the Second Language Classroom and Beyond

  An understanding of tragedy has proved critical to scholars working on\nHaitian history or its representation in Caribbean literature. This scholarship

  \nhowever

  has typically centered on the tragic figures of the Haitian\nRevolution (Toussaint Louverture)

  or on the early post-independence\nperiod (Henri Christophe). This paper focuses instead on Haitian literary\nrepresentations of Hispaniola’s indigenous period (1492–1530s)

  since\nthese texts have been understood as tragic quasi-allegories of the Haitian\nRevolution. In this paper

  I analyze the play La fille du Kacik [The Daughter\nof the Taino Chief] (1894) in light of recent work on tragedy by David Scott\nand others. Specifically

  I argue that the play disrupts tragic expectations\nfor this period throughout

  most notably by reading the central Taino chief

  \nKaonabo

  as the allegorical double of Dessalines. This reframing of Haiti’s\nindigenous past as an anticolonial success

  I contend

  speaks specifically to\nthe limits of Haitian anticolonial discourse after independence.

  Haitian Indigeneity Before Africa: Commemorating Columbus and Dessalines in Henri Chauvet’s La fille du Kacik (1894)

  Cracking the Correction Code: A Workbook for Providing Written Corrective Feedback in the Second Language Classroom and Beyond.

  Despite a thorough debunking by non-partisan historians

  it is still widely believed that the Haitian flag was created by Dessalines at the Archaie Conference on May 18

  1803. Today

  this mythic gesture is commemorated as the beginning of a project of national union amongst Haitians and a clear call to anticolonial action against the French. Aided by readings of Jean F. Brierre’s occupation-era

  Le drapeau de demain (1931)

  I ask the question of just what is at stake in this “invented tradition

  ” not only for Haitians but for an understanding of Haitian history itself

  Nous l’avons gardée en nous la tranche blanche: Rethinking the time of the Haitian Flag in J.F. Brierre’s Le drapeau de demain (1931)

  Université de Montréal

  The University of Arizona

  KEPKAA

  Vassar College

  Queen's University

  ENS Lyon

  Cornell University

  Université de Montréal

  Lecturer

  ENS Lyon

  KEPKAA

  Haitian Creole and French to English

  Volunteer Translator

  Montreal

  Canada Area

  Kingston

  Ontario

  Assistant Professor of Francophone Literature

  Queen's University

  Poughkeepsie

  NY

  Visiting Assistant Professor

  Vassar College

  Cornell University

  The University of Arizona

  (College Algebra

  New Start Summer Program)

  Teaching Assistant

  Member

  NEMLA

  Haitian Studies Association

  MLA

  Caribbean Studies Association

  Spanish

  Haitian Creole

  English

  French

  New York Council for the Humanities Project Grant

  New York Council for the Humanities

  Educational Research Grant 2019-2020 - “Cracking the Correction Code: How Should we Correct Mistakes in the Written Work of Foreign Language Learners?\"

  This project explores the effectiveness of different kinds of corrective feedback on student writing

  both in the scholarly literature and in our second-year composition course. By doing so

  this research project empowers instructors and staff with strategies for developing the writing skills of second language learners and international students at Queen’s University.

  Center for Teaching and Learning

  Queen's University

  Emerging Leaders in the Americas Program - Faculty Mobility Grant (2020-2021) - \"New Narratives for Haiti and Haitians in Chile\"

  The purpose of this project is to offer a three-week Spanish-language seminar on Haitian literature

  culture

  and history for fourth-year undergraduate students at the Universidad de Chile. The course aims to empower students to better understand--and advocate on behalf of--the Haitian immigrant population of Chile.

  Global Affairs Canada

  'Carolyn Grant' Grant for Experiential Pedagogy

  Carolyn Grant '36 Endowment

  Vassar College

  Tournées Film Festival Grant

  French American Cultural Exchange Foundation

  SSHRC Institutional Grant - \"The Fruits of Colonial Botany: How Haitians Used Plants to Create An “Indigenous” Identity\"

  Recent research into “colonial botany

  ” the study of the symbiotic relationship between botanical knowledge and colonial power

  has tended to privilege the eighteenth-century. As a result

  it has generally failed to provide an account of how the Caribbean elite weaponized botanical knowledge after empire. As a humanities-driven work of “postcolonial botany

  ” this project shows how Haitian botanical writings could be used to imagine forms of national belonging throughout the nineteenth century that tied Haitians to the indigenous Taino.

  SSHRC

  Educational Research Grant 2018-2019 - \"How should we correct mistakes in the speech of foreign language learners? Assessing the training of Undergraduate Teaching Assistants in effective feedback strategies

  ”

  The introductory course in the Department of French Studies uses fourth-year undergraduate teaching assistants (UTAs) to provide first-year students with speaking practice in small group tutorials. In recent years

  however

  students have expressed dissatisfaction with the quality of feedback that they received on speaking from their UTA. For this study

  I researched the effectiveness of different strategies for providing feedback and trained UTAs in practices supported by this literature. I then assessed the effectiveness of this training on student perceptions of feedback they received from their UTA to determine if the feedback improved students’ speaking skills.

  Center for Teaching and Learning

  Queen's University