artículos y capítulos de libro
- Sánchez Calderón, S. y R. Fernández Fuertes. 2020 (pre-print). Are there biological gender differences at the early stages of first language acquisition when producing double object constructions and to/for-datives? Onomázein 61.
- Fernández Fuertes, R. y S. Sánchez Calderón. 2020 (online first). The status of English dative alternation structures in bilingual and in monolingual acquisition data. Linguistic Approaches to Bilingualism Journal.
- Gómez Garzarán, E. y R. Fernández Fuertes. 2020. Is explicit instruction effective? The learning of English noun-noun and adjective-noun structures by L1 Spanish school children. Culture and Education 32 (2): 299-339.
- Sánchez Calderón, S. y R. Fernández Fuertes. 2020. Bilingual and monolingual children’s acquisition of Spanish dative alternation structures: order of acquisition and adult input effects. International Journal of Bilingual Education and Bilingualism 23 (4): 347-367.
- Fernández Fuertes, R., E. Gómez Garzarán e I. Mañas Navarrete. 2020. Noun-noun compounds in a game task: what child data can tell us about teaching practices. En Planelles, M., A. Foucart y J.M. Liceras (eds.). Current Perspectives in Language Teaching and Learning in Multicultural Contexts. Thomson Reuters Aranzadi.
- Stankova, R. and R. Fernández Fuertes. 2020. The acquisition of ser and estar in 2L1 English-Spanish data. En Levey, D. (ed.). Strategies and Analyses of Language and Communication in Multilingual and International Contexts. Cambridge Scholars Publishing.
volúmenes editados
- Álvarez de la Fuente, E., S. Álvarez Álvarez y G. Faya Ornia (eds.). 2020. E-Aesla. Revista Digital de Lingüística Aplicada 6. Centro virtual Cervantes.
- Mujcinovic, S. y E. Gómez Garzarán (eds.). 2019. Formal and Methodological Approaches to Applied Linguistics. Languages 4 (4).