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<p class="MsoNormal" style="vertical-align:baseline"><b><span lang="EN-CA" style="color:#212121">[le<span class="apple-converted-space"> </span><span class="spelle">français</span><span class="apple-converted-space"> </span>suit]</span></b><span class="apple-converted-space"><span lang="EN-US" style="color:#212121"> </span></span><span lang="EN-US" style="color:#212121"><o:p></o:p></span></p>
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<span lang="EN-US" style="color:#212121">Hello to all of you,<o:p></o:p></span></p>
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<span lang="EN-US" style="color:#212121">We hope you had an enjoyable summer.<o:p></o:p></span></p>
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<span lang="EN-US" style="color:#212121">As most of you already know, we are the guest editors of a special issue on positive psychology to appear in the <i>Canadian Modern Language Review</i> in 2024.<o:p></o:p></span></p>
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<span lang="EN-US" style="color:#212121"> <o:p></o:p></span></p>
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<span lang="EN-US" style="color:#212121">This is simply a friendly reminder of the upcoming submission due date of September 16. Information about the call for articles is provided below.<span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span lang="EN-US" style="color:#212121">Looking forward to reading you,<o:p></o:p></span></p>
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<span style="color:#212121">Daphnée Simard, PhD et Michael<span class="apple-converted-space"> </span><span class="spelle">Zuniga</span>, PhD <o:p></o:p></span></p>
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<span lang="EN-US" style="color:#212121">Guest Editors, <i>Canadian Modern Language Review</i><o:p></o:p></span></p>
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<span style="color:#212121">Rédacteurs invités, <i>Revue canadienne des langues vivantes</i><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121">********* <o:p></o:p></span></p>
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<span style="color:#212121">Bonjour à toutes et à tous,<o:p></o:p></span></p>
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<span style="color:black">Nous espérons que vous avez passé un agréable été.</span><span style="color:#212121"><br>
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Comme la plupart d'entre vous le savent déjà, nous sommes les rédacteurs invités d'un numéro thématique sur la psychologie positive qui paraîtra dans la Revue canadienne des langues vivantes en 2024.<br>
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Nous tenons simplement à vous rappeler que la date limite pour la soumission des articles est le 16 septembre prochain. Vous trouverez ci-dessous des informations à propos de l'appel à articles.<span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span style="color:#212121">Au plaisir de vous lire,<o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121">Daphnée Simard, PhD et Michael<span class="apple-converted-space"> </span><span class="spelle">Zuniga</span>, PhD <o:p></o:p></span></p>
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<span style="color:#212121">Rédacteurs invités, <i>Revue canadienne des langues vivantes</i><o:p></o:p></span></p>
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<span lang="EN-US" style="color:#212121">Guest Editors, <i>Canadian Modern Language Review</i><o:p></o:p></span></p>
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<i><span style="color:#212121">Canadian Modern<span class="apple-converted-space"> </span><span class="spelle">Language</span><span class="apple-converted-space"> </span><span class="spelle">Review</span>/ </span></i><b><span style="color:#212121"> </span></b><span style="color:#212121"><o:p></o:p></span></p>
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<i><span style="color:#212121">Revue canadienne des langues vivantes (CMLR/RCLV)</span></i><b><span style="color:#212121"> </span></b><span style="color:#212121"><o:p></o:p></span></p>
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<span lang="EN-CA" style="color:#212121">CALL FOR PAPERS – Special Issue 2024</span><b><span lang="EN-US" style="color:#212121"> </span></b><span style="color:#212121"><a href="https://utpjournals.press/journals/cmlr/cfp" title="https://utpjournals.press/journals/cmlr/cfp"><b><span lang="EN-US" style="color:#0078D7">https://utpjournals.press/journals/cmlr/cfp</span></b></a></span><span lang="EN-US" style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121">APPEL À ARTICLES – Numéro thématique 2024<b> </b><a href="https://utpjournals.press/journals/cmlr/cfp" title="https://utpjournals.press/journals/cmlr/cfp"><b><span style="color:#0078D7">https://utpjournals.press/journals/cmlr/cfp</span></b></a><o:p></o:p></span></p>
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<b><span lang="EN-CA" style="color:#212121">[le<span class="apple-converted-space"> </span><span class="spelle">français</span><span class="apple-converted-space"> </span>suit]</span></b><span class="apple-converted-space"><span lang="EN-US" style="color:#212121"> </span></span><span style="color:#212121"><o:p></o:p></span></p>
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<b><span lang="EN-CA" style="color:#212121">Promoting flourishing in language learning: A positive psychology perspective</span></b><span class="apple-converted-space"><span lang="EN-US" style="color:#212121"> </span></span><span style="color:#212121"><o:p></o:p></span></p>
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<i><span lang="EN-CA" style="color:black">The Canadian Modern Language Review</span></i><span lang="EN-CA" style="color:black"> is calling for papers for its 2024 special issue, which focuses on promoting flourishing in language learning from a positive psychology perspective. </span><span class="apple-converted-space"><span lang="EN-US" style="color:black"> </span></span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span lang="EN-CA" style="color:black">Seligman and Csikszentmihalyi (2001) define <i>positive psychology</i> as a “science of positive subjective experience, positive individual traits, and positive institutions” whose fundamental objective is helping individuals
and communities thrive in a dynamic and unpredictable world (p. 5). Positive experiences (e.g., positive emotions, flow, well-being) promote learning and human development by broadening cognition and inciting exploration and engagement (Fredrickson, 2000). </span><span lang="EN-US" style="color:black"> </span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span lang="EN-CA" style="color:black">In the decade following<span class="apple-converted-space"> </span><span class="spelle">MacIntyre</span><span class="apple-converted-space"> </span>and<span class="apple-converted-space"> </span><span class="spelle">Gregersen’s</span><span class="apple-converted-space"> </span>(2012)
seminal introduction of positive psychology into the field of second language acquisition (SLA), it has blossomed into “a field in full expansion” (<span class="spelle">Dewaele</span><span class="apple-converted-space"> </span>et al., 2019, p. 10). Indeed,
the affective branch of SLA has shifted from a nearly exclusive focalization on understanding and remediating negative classroom experiences (e.g., language anxiety) to broadening attention to positive language learning experiences related to all three domains
of positive psychology research (experiences, traits, institutions): We now have a richer understanding of how teachers and classroom practices interact with positive subjective language experiences in the present (flow, enjoyment, cf., Zuniga, 2022), the
future (hope, cf., Hiver, 2016) and the past (satisfaction, cf., Simard & Zuniga, 2020), and how learners’ character strengths (courage, grit, resilience, cf.,<span class="apple-converted-space"> </span><span class="spelle">Gregersen</span></span><span lang="EN-US" style="color:black"> et
al., 2021) </span><span lang="EN-CA" style="color:black">and individual differences (personality, linguistic profiles, cf.,<span class="apple-converted-space"> </span><span class="spelle">Dewaele</span><span class="apple-converted-space"> </span>&<span class="apple-converted-space"> </span><span class="spelle">MacIntyre</span>,
2014) interact with the subjective experience of language learning. The success of this research is illustrated by its impact on decisions at institutional levels, such as Quebec’s Education Ministry’s creation of a new professional teaching competency, namely
“supporting student’s love of learning.”</span><span class="apple-converted-space"><span lang="EN-US" style="color:black"> </span></span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span lang="EN-US" style="color:black">With this in mind, the<i> Canadian Modern Language Review</i> wishes to publish papers on promoting flourishing in language learning from a positive psychology perspective in the Canadian context, or relevant to the Canadian
context. We are hoping to gather papers focusing on how teachers, tasks and practices interact with the quality of learners’ positive subjective language learning experiences (emotions, flow, well-being, hope, optimism, satisfaction), how learner traits (character
strengths, personality, self-regulation, linguistic background) interact with the quality of those experiences, and how such experiences and traits interact with language learning and use. We encourage articles that examine links between both positive and
negative experiences, articles that build on existing knowledge, articles that make cross-disciplinary links to other related domains (e.g., linguistics, culture, and identity studies), and l</span><span lang="EN-US" style="color:#212121">ongitudinal and mixed-method
studies.<span class="apple-converted-space"> </span></span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<b><span lang="EN-CA" style="color:#212121">Deadline for submitting an article: Friday, September 16, 2023</span></b><span lang="EN-US" style="color:#212121"> </span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span lang="EN-CA" style="color:#212121">Submissions must be sent electronically, through the<span class="apple-converted-space"> </span><span class="spelle">ScholarOne</span><span class="apple-converted-space"> </span>system: </span><span style="color:#212121"><a href="https://mc04.manuscriptcentral.com/cmlr" title="https://mc04.manuscriptcentral.com/cmlr"><span lang="EN-US" style="color:#0078D7">https://mc04.manuscriptcentral.com/cmlr</span></a></span><span lang="EN-US" style="color:#212121"> </span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span lang="EN-CA" style="color:#212121">Receipt of manuscripts will be acknowledged by<span class="apple-converted-space"> </span><span class="spelle">ScholarOne</span>.</span><span lang="EN-US" style="color:#212121"> </span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span lang="EN-CA" style="color:#212121">Questions relating to the special issue of the CMLR can be addressed to its editors:</span><span lang="EN-US" style="color:#212121"> </span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121">Michael<span class="apple-converted-space"> </span><span class="spelle">Zuniga</span> <o:p></o:p></span></p>
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<span style="color:#212121">Université du Québec à Montréal <o:p></o:p></span></p>
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<span style="color:#212121"><a href="mailto:zuniga.michael_j@uqam.ca" title="mailto:zuniga.michael_j@uqam.ca"><span lang="EN-US" style="color:#0078D7">zuniga.michael_j@uqam.ca</span></a><o:p></o:p></span></p>
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<span class="spelle"><span lang="EN-US" style="color:#212121">Daphnée</span></span><span class="apple-converted-space"><span lang="EN-US" style="color:#212121"> </span></span><span lang="EN-US" style="color:#212121">Simard </span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121">Université du Québec à Montréal <o:p></o:p></span></p>
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<span style="color:#212121"><a href="mailto:simard.daphnee@uqam.ca" title="mailto:simard.daphnee@uqam.ca"><span style="color:#0078D7">simard.daphnee@uqam.ca</span></a><span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<b><span style="color:#212121">Promouvoir l'épanouissement dans l'apprentissage des langues : Une perspective de psychologie positive</span></b><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121">La <i>Revue canadienne des langues vivantes</i> lance un appel à contributions pour son numéro spécial 2024, qui portera sur la promotion de l'épanouissement dans l'apprentissage des langues dans une perspective de psychologie positive. <span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121">Seligman et<span class="apple-converted-space"> </span><span class="spelle">Csikszentmihalyi</span><span class="apple-converted-space"> </span>(2001) définissent la <i>psychologie positive </i>comme étant une « science de l'expérience
subjective positive, des traits individuels positifs et des institutions positives » dont l'objectif fondamental est d'aider les individus et les communautés à s'épanouir dans un monde dynamique et imprévisible (p. 5). Les expériences positives (p. ex., les
émotions positives, l’état optimal, le bien-être) favorisent l'apprentissage et le développement </span><span style="color:black">humain en accroissant les ressources cognitives disponibles et en incita</span><span style="color:#212121">nt à l'exploration
et à l'engagement (<span class="spelle">Fredrickson</span>, 2000). <span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:black">La décennie qui a suivi la publication du texte de référence de<span class="apple-converted-space"> </span><span class="spelle">MacIntyre</span><span class="apple-converted-space"> </span>et<span class="apple-converted-space"> </span><span class="spelle">Gregersen</span><span class="apple-converted-space"> </span>(2012)
introduisant la psychologie positive dans le domaine de l'acquisition des langues secondes (ALS) a vu celle-ci devenir un champ de recherche en pleine </span><span style="color:#212121">expansion (Dewaele et coll., 2019, p. 10). En effet, le domaine de recherche
sur l’affectivité en ALS est passé d'une focalisation presque exclusive sur la compréhension et la remédiation des expériences négatives en classe (p. ex., l'anxiété langagière) à une attention étendue aux expériences positives lors de l’apprentissage des
langues liées aux trois domaines de recherche en psychologie positive, à savoir expériences, traits et institutions. Nous possédons désormais une compréhension plus riche de la façon dont les personnes-enseignantes et les pratiques de classe interagissent
avec les expériences langagières subjectives positives vécues dans le moment présent (état optimal, plaisir; voir<span class="apple-converted-space"> </span><span class="spelle">Zuniga</span>, 2022), dans le futur (espoir, voir Hiver, 2016) et dans le passé
(satisfaction, voir Simard et<span class="apple-converted-space"> </span><span class="spelle">Zuniga</span>, 2020), et comment les forces de caractère des apprenants (courage, avoir du cran, résilience, voir<span class="apple-converted-space"> </span><span class="spelle">Gregersen</span>et
coll., 2021) et les différences individuelles liées à la personnalité et au profil linguistique (voir Dewaele et<span class="apple-converted-space"> </span><span class="spelle">MacIntyre</span>, 2014) interagissent avec l'expérience subjective de l'apprentissage
des langues. Le succès de ces recherches est illustré par leur impact sur les décisions prises au niveau institutionnel, comme la création par le ministère de l'Éducation du Québec d'une nouvelle compétence professionnelle en enseignement, à savoir « soutenir
le goût d'apprendre des élèves. »<span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121">Dans cette optique, la <i>Revue canadienne des langues vivantes </i>souhaite publier des articles sur la promotion de l'épanouissement dans l'apprentissage des langues dans une perspective de psychologie positive dans le contexte
canadien, ou encore qui soient pertinents pour le contexte canadien. Nous espérons publier des articles axés sur la façon dont les enseignants, les tâches et les pratiques interagissent avec la qualité des expériences subjectives positives d’apprentissage
des langues des apprenants (émotions, état optimal, bien-être, espoir, optimisme, satisfaction), sur la façon dont les traits de l'apprenant (forces du caractère, personnalité, autorégulation, antécédents linguistiques) interagissent avec la qualité de ces
expériences, et sur la façon dont ces expériences et ces traits interagissent avec l'apprentissage et l'utilisation des langues. Nous encourageons la soumission d’articles qui examinent les liens entre les expériences positives et négatives, qui s'appuient
sur les connaissances existantes, qui établissent des liens transversaux avec d'autres domaines connexes (p. ex., linguistique, culture, identité), et qui présentent des études longitudinales et à méthodes mixtes.<span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<b><span style="color:#212121">Date limite pour proposer un article : le vendredi 16 septembre 2023</span></b><span class="apple-converted-space"><span style="color:#212121"> </span></span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121">Les propositions doivent nous parvenir par voie électronique, au moyen du système<span class="apple-converted-space"> </span><span class="spelle">ScholarOne</span> : <a href="https://mc04.manuscriptcentral.com/cmlr" title="https://mc04.manuscriptcentral.com/cmlr"><span style="color:#0078D7">https://mc04.manuscriptcentral.com/cmlr</span></a><span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121">La réception des manuscrits sera confirmée par<span class="apple-converted-space"> </span><span class="spelle">ScholarOne</span>.<span class="apple-converted-space"> </span><o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121">Les questions concernant ce numéro thématique de la <i>RCLV</i> peuvent être adressées à sa direction : <o:p></o:p></span></p>
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<span style="color:#212121">Michael<span class="apple-converted-space"> </span><span class="spelle">Zuniga</span> <o:p></o:p></span></p>
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<span style="color:#212121">Université du Québec à Montréal<o:p></o:p></span></p>
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<span style="color:#212121"><a href="mailto:zuniga.michael_j@uqam.ca" title="mailto:zuniga.michael_j@uqam.ca"><span lang="EN-US" style="color:#0078D7">zuniga.michael_j@uqam.ca</span></a><o:p></o:p></span></p>
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<span class="spelle"><span lang="EN-US" style="color:#212121">Daphnée</span></span><span class="apple-converted-space"><span lang="EN-US" style="color:#212121"> </span></span><span lang="EN-US" style="color:#212121">Simard </span><span style="color:#212121"><o:p></o:p></span></p>
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<span style="color:#212121">Université du Québec à Montréal <o:p></o:p></span></p>
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<span style="color:#212121"><a href="mailto:simard.daphnee@uqam.ca" title="mailto:simard.daphnee@uqam.ca"><span style="color:#0078D7">simard.daphnee@uqam.ca</span></a> <o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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<span style="color:#212121"> <o:p></o:p></span></p>
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