- 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
- CIINECO (2025): S. Mujcinovic y T. Gómez Carrero. 2025. Bilingüismo al poder: estrategias para conocer y reconocer al bilingüe. Online
- 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
- 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
- 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
- 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
- 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
- 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
- AESLA (2024): S. Mujcinovic, R. Fernández Fuertes y E. Gómez Garzarán. English grammar teaching in primary school: Does it work? Universitat de València, España
- 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
- ICON (2024): D. Carrascal Tris y Q. Yuan. The application of artificial intelligence tools in higher education. Universitat d’Alacant, España
- USATIC (2024): D. Carrascal Tris y Q. Yuan. Escribir en inglés en la universidad: el impacto de las herramientas de IA. Universidad de Zaragoza, 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
- 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
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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
- 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
- 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
- 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): T. Gómez Carrero y R. Fernández Fuertes. Bilingual children’s language interplay through the analysis of codeswitching. Universidad de Granada, 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- Psyneuroling (2020): T. Gómez Carrero y R. Fernández Fuertes. An eye tracking study with children: gender in code-switching. Online
- 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
