2025
- CIE (2025): E. Martínez García y Mª T. Martínez García. Impacto Económico del Español en Corea del Sur: Retos y Oportunidades Emergentes. Universidad de Salamanca, España
- CIINECO (2025): S. Mujcinovic y T. Gómez Carrero. 2025. Bilingüismo al poder: estrategias para conocer y reconocer al bilingüe. Online
- ISB (2025): T. Gómez Carrero, R. Fernández Fuertes, R., E. Álvarez de la Fuente y S. Mujcinovic. Age and language dominance at the crossroads of bilingual processing: codeswitching in Gibraltar. BCBL – Basque Center on Cognition, Brain and Language, España
- New Sounds (2025): Mª T. Martínez García, S. Schwab y J. Llisterri (póster). The perception of lexical stress in Spanish by Seoul and Kyungsang Korean speakers: A comparative study
- New Sounds (2025): S. Schwab y Mª T. Martínez García. Perceptual ability as a predictor of word-level stress use in L2 Spanish word recognition. University of Toronto, Canadá
- NOCroDeP (2025): S. Mujcinovic, Q. Yuan y R. Fernández Fuertes. Understanding null objects in L2 English: from acceptability to production. Universitat de les Illes Balears.
- Psychoshorts (2025): Sánchez Calderón y R. Fernández Fuertes. Second language acquisition of English dative alternating structures by Spanish native speakers: potential crosslinguistic effects. Universidad de Ottawa, Canadá
- SELL (2025): A. Ogneva y T. Gómez Carrero. El género gramatical en el español como segunda lengua: el efecto de la L1 y las metodologías. Universidad de Salamanca, España
2024
- AESLA (2024): R. Fernández Fuertes, T. Gómez Carrero, E. Álvarez de la Fuente y S. Mujcinovic. Spanish as a heritage language in Gibraltar: The role of lexical access to formal features in the bilingual mind. Universitat de València, España
- AESLA (2024): S. Mujcinovic, R. Fernández Fuertes y E. Gómez Garzarán. English grammar teaching in primary school: Does it work? Universitat de València, España
- GIC (2024): R. Fernández Fuertes, T. Gómez Carrero, E. Álvarez de la Fuente y S. Mujcinovic. Codeswitching preferences in Gibraltar: when dominance and age are involved. Universidade de Vigo, España
- SRC (2024): S. Mujcinovic and I. Mañas Navarrete. What can language typology and time of instruction say about narrative development in English as a foreign language? Universitat Internacional de Catalunya, España
2023
- AESLA (2023): R. Fernández Fuertes y Q. Yuan. Characterizing negative crosslinguistic influence effects in experimental data in the direct object domain. Universidad de Extremadura, España
- AESLA (2023): T. Gómez Carrero y A. Ogneva. Dealing with gender: L1 Russian adults acquiring Spanish grammatical gender as L2. Universidad de Extremadura, España
- AESLA (2023): T. Gómez Carrero, R. Fernández Fuertes, E. Álvarez de la Fuente y S. Mujcinovic. Sensitivity to Spanish grammatical gender: L1 versus heritage Spanish bilinguals’ eye movements. Universidad de Extremadura, España
- AILA (2023): J.M. Liceras y R. Fernández Fuertes. Codeswitching and grammatical gender: language dominance at the crossroads of convergent/divergent experimental data. Universidad de Lyon, Francia
- AILA (2023): R. Stankova Laykova y R. Fernández Fuertes. L1 Spanish in contact with HL English and with HL Bulgarian: Does language dominance relate to lexical specialization? Universidad de Lyon, Francia
- AMLaP (2023): R. Fernández Fuertes, T. Gómez Carrero y J. Muñoz Liceras. Exploring the mental lexicon of bilingual children when processing codeswitched determiner phrases. BCBL – Basque Center on Cognition, Brain and Language, España
- BUCLD (2023): R. Fernández Fuertes, T. Gómez Carrero y J.M. Liceras. Investigating the processing of codeswitched determiner phrases: a window to explore the child bilingual mental lexicon. Boston University, EE.UU.
- CILG (2023): J.M. Liceras y R. Fernández Fuertes. La encrucijada acceso léxico y cotejo de rasgos en el español no nativo: el género gramatical y la alternancia de códigos. Universidad Complutense de Madrid, España
- ISB (2023): R. Fernández Fuertes, Q. Yuan y S. Mujcinovic. Exploring negative crosslinguistic influence effects in the direct object domain. Macquarie University, Australia
- LASLAB (2023): R. Fernández Fuertes y E. Gómez Garzarán. Explicit instruction and length of exposure in the teaching of English noun-noun compounds: Two good ‘ingredients’ for Spanish children in primary education. Universidad del País Vasco, España
- NODOS (2023): R. Fernández Fuertes, S. Mujcinovic y Q. Yuan. Learning of object and verb properties: how much does the first language weigh in second language learning? Universidad de Sevilla, España
- RT (2023): S. Sánchez Calderón y R. Fernández Fuertes. The interplay between acquisition context and language status in the acquisition of datives by bilingual Spanish children. UNED, España
2022
- BIUNED (2022): R. Stankova Laykova y R. Fernández Fuertes. Lexical specialization and language dominance: copula and auxiliary verbs in L1 and 2L1 acquisition. UNED, España
- BMRS (2022): R. Fernández Fuertes y E. Gómez Garzarán. Does teaching grammar pay off? L2 English in a Spanish primary school. University of Edinburg, Reino Unido
- BMRS (2022): R. Fernández Fuertes, Q. Yuan y S. Mujcinovic. What is behind object omission in L2 English: crosslinguistic influence or verb type and verb form? University of Edinburg, Reino Unido
- ELLME (2022): S. Mujcinovic y R. Fernández Fuertes. L2 English children’s subject production: lexical specialization, typology and time of instruction in L2 attainment. Universidad de Granada, España
- ELLME (2022): Sánchez Calderón y R. Fernández Fuertes. English-Spanish bilingual acquisition of English monotransitives in the active and passive voice from birth. Universidad de Granada, España
- ELLME (2022): T. Gómez Carrero y R. Fernández Fuertes. Bilingual children’s language interplay through the analysis of codeswitching. Universidad de Granada, España
- ISMBS (2022): Sánchez Calderón y R. Fernández Fuertes. Do girls differ from boys in the monolingual acquisition of English dative alternation? University of Louisiana at Lafayette, EE.UU.
- LSRL (2022): Sánchez Calderón y R. Fernández Fuertes. Does the social context play a role in the acquisition of complex dative predicates by heritage and non-heritage Spanish bilingual children? University of Wisconsin, EE.UU.
- PLC 46 (2022): Sánchez Calderón y R. Fernández Fuertes. How do English-Spanish bilinguals’ two languages interact in the acquisition of English active and passive structures? University of Pennsylvania, EE.UU.
2021
- AESLA (2021): T. Gómez Carrero y A. Ogneva. The acquisition of Spanish grammatical gender by L1 Russian and L1 English adults. Universidade da Coruña, España
- AESLA (2021): T. Gómez Carrero y R. Fernandez Fuertes. Using eye-tracking data to test how L1 SP-L2 EN bilinguals process Spanish grammatical gender in switched DPs. Universidade da Coruña, España
- AJT (2021): A. Ogneva y T. Gómez Carrero. Do native speakers and L2 learners judge grammatical gender violations in Spanish similarly? A pilot study with native speakers and L2 learners. Universidad de Zaragoza, España
- CIEB (2021): R. Fernández Fuertes y E. Gómez Garzarán. Teaching in the spotlight: Does explicit instruction impact on the teaching of noun compounds in English? Universidad de Valladolid, España
- ISB (2021): S. Mujcinovic y R. Fernández Fuertes. When [-]&[-] and [+]&[-] is a plus: adding on to the nature of subjects in contact. University of Warsaw, Polonia
- ISB (2021): T. Gómez Carrero y R. Fernandez Fuertes. How children in Gibraltar process Spanish grammatical gender: A new look at an old problem. University of Warsaw, Polonia
- ISBPAC (2021): T. Gómez Carrero y R. Fernandez Fuertes. Testing English-Spanish switched Determiner Phrases: evidence from eye-tracking during reading. Radboud University, Países Bajos
- ISP (2021): E. Gómez Garzarán, R. Fernández Fuertes y S. Mujcinovic. Noun modification at a crossroads. Universidad Nebrija, España
- ISP (2021): T. Gómez Carrero y R. Fernandez Fuertes. Spanish grammatical gender through the eyes of the L1 Spanish-L2 English bilingual child. Universidad Nebrija, España
- NPIT (2021): E. Álvarez de la Fuente y R. Fernández Fuertes. Translation strategies used by bilingual children: natural or universal? University of Amsterdam, Países Bajos
- PECSC (2021): R. Fernández Fuertes y E. Gómez Garzarán. When exposure and instruction meet: L1 Spanish children dealing with noun modification in English. Universidad de Valladolid, España
2020
- BiMulLT (2020): R. Fernández Fuertes y E. Gómez Garzarán. NN compounds put to the test in a boardgame: Can explicit instruction boost learning? University of Cyprus, Chipre
- LSRL (2020): T. Gómez Carrero y R. Fernández Fuertes. Spanish grammatical gender in codeswitching: evidence from eye-movements. University of Texas at Austin, EEUU
- Psyneuroling (2020): T. Gómez Carrero y R. Fernández Fuertes. An eye tracking study with children: gender in code-switching. Online
2025
- Álvarez de la Fuente, E. y R. Fernández Fuertes. Interpreting as a natural skill: from family interactions to classroom applications. Constantine the Philosopher University, Eslovaquia.
- Fernández Fuertes, R. y S. Mujcinovic. How do children acquire and learn English sentential subjects? The contact between typologically similar and typologically different languages. University of Banja Luka, Bosnia y Herzegovina
- Martínez García, Mª T. 2025. Innovative approaches to pronunciation teaching: Hands-on strategies for effective learning. Sookmyung Women’s University, Korea del Sur.
2024
- Fernández Fuertes, R. 2024. Catching bilingual children’s eyes: language on the move! University of Wuppertal, Alemania.
- Fernández Fuertes, R. 2024. Codeswitching as a window to explore how simultaneous bilingual children’s two grammars interact. University of Hamburg, Alemania.
- Fernández Fuertes, R. 2024. Instruction in the spotlight: child L2 English noun-noun production. University of Wuppertal, International Workshop Acquisition advantages in multilingual learners: theoretically- and empirically-based studies of the multilingual advantage and it’s use in society, Alemania
- Fernández Fuertes, R. 2024. The internal representation of grammatical gender features in the mind of child heritage bilinguals in Spain. University of Arizona, EE.UU.
- Fernández Fuertes, R. y J.M. Liceras. 2024. Bilingualism as a first language: ‘who is who’. University of Texas at Austin, EE.UU.
- Fernández Fuertes, R., E. Álvarez de la Fuente, S. Mujcinovic y T. Gómez Carrero. 2024. Adquisición y procesamiento bilingüe: de la teoría a los datos. Universidad de Valladolid, campus de Segovia, España
- Fernández Fuertes, R., S. Mujcinovic, E. Álvarez de la Fuente, Q. Yuan, T. Gómez Carrero y E. Gómez Garzarán. 2024. English as a heritage language in Spain: an analysis of the bilingual child’s internal grammar. Universitat Pompeu Fabra, Workshop on bilingualism with minority languages, Spain
2023
- Fernández Fuertes, R. 2023. Does input manipulation lead to acceleration effects in second language English instruction?. University of Ottawa, Canadian Centre for Studies and Research in Bilingualism and Language Planning (CCERBAL) y Official Languages and Bilingualism Institute (OLBI), Canadá
- Fernández Fuertes, R. y J.M. Liceras. 2023. A formal linguistic approach to the bilingual advantage: revisiting the “two-in-one” paradox. University of Toronto, Canadá
- Fernández Fuertes, R. y J.M. Liceras. 2023. Formal linguistics and bilingualism: the ‘two in one’ paradox and the psychological reality of lexical transparency. Universitat Pompeu Fabra, España
2022
- Álvarez de la Fuente, E. y R. Fernández Fuertes. Bilinguals and translation: who translates what and where. Constantine the Philosopher University, Eslovaquia.
- Fernández Fuertes, R. 2022. Child bilingualism: the acquisition of two grammars from birth. UNED, España.
- Fernández Fuertes, R. 2022. What does it mean to be bilingual? Myth and science. University of Gibraltar y Gibraltar Cultural Services.
- Sánchez Calderón, S. y R. Fernández Fuertes. 2022. On the acquisition of Spanish complex dative predicates by English-Spanish bilinguals who are exposed to two types of input. Ulster University, Reino Unido.
- Sánchez Calderón, S. y R. Fernández Fuertes. 2022. Working with Gorilla Experiment Builder for the Design of Experimental Projects in Linguistics. Ulster University, Reino Unido.
2021
- Fernández Fuertes, R. 2021. Una cuestión de matemáticas: 1 persona, 2 lenguas. Bilingüismo: ciencia, educación y sociedad. Universidad de Granada y Bilingualism Matters.