• ISB (2025): T. Gómez Carrero, R. Fernández Fuertes, R., E. Álvarez de la Fuente and S. Mujcinovic. Age and language dominance at the crossroads of bilingual processing: codeswitching in Gibraltar. BCBL – Basque Center on Cognition, Brain and Language, Spain
• CIINECO (2025): S. Mujcinovic and T. Gómez Carrero. 2025. Bilingüismo al poder: estrategias para conocer y reconocer al bilingüe. Online
• CIE (2025): E. Martínez García and Mª T. Martínez García. Impacto Económico del Español en Corea del Sur: Retos y Oportunidades Emergentes. Universidad de Salamanca, Spain
• SELL (2025): A. Ogneva and T. Gómez Carrero. El género gramatical en el español como segunda lengua: el efecto de la L1 y las metodologías. Universidad de Salamanca, Spain
• New Sounds (2025): S. Schwab and Mª T. Martínez García. Perceptual ability as a predictor of word-level stress use in L2 Spanish word recognition. University of Toronto, Canada
• New Sounds (2025): Mª T. Martínez García, S. Schwab and J. Llisterri (poster). The perception of lexical stress in Spanish by Seoul and Kyungsang Korean speakers: A comparative study. University of Toronto, Canada
• 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, Spain
• GIC (2024): R. Fernández Fuertes, T. Gómez Carrero, E. Álvarez de la Fuente and S. Mujcinovic. Codeswitching preferences in Gibraltar: when dominance and age are involved. Universidade de Vigo, Spain
• AESLA (2024): S. Mujcinovic, R. Fernández Fuertes and E. Gómez Garzarán. English grammar teaching in primary school: Does it work? Universitat de València, Spain
• AESLA (2024): R. Fernández Fuertes, T. Gómez Carrero, E. Álvarez de la Fuente and S. Mujcinovic. Spanish as a heritage language in Gibraltar: The role of lexical access to formal features in the bilingual mind. Universitat de València, Spain
• ICON (2024): D. Carrascal Tris and Q. Yuan. The application of artificial intelligence tools in higher education. Universitat d’Alacant, Spain
• USATIC (2024): D. Carrascal Tris and Q. Yuan. Escribir en inglés en la universidad: el impacto de las herramientas de IA. Universidad de Zaragoza, Spain
• NODOS (2023): R. Fernández Fuertes, S. Mujcinovic and Q. Yuan. Learning of object and verb properties: how much does the first language weigh in second language learning? Universidad de Sevilla, Spain
• AMLaP (2023): R. Fernández Fuertes, T. Gómez Carrero and J. Muñoz Liceras. Exploring the mental lexicon of bilingual children when processing codeswitched determiner phrases. BCBL – Basque Center on Cognition, Brain and Language, Spain
• ISB (2023): R. Fernández Fuertes, Q. Yuan and S. Mujcinovic. Exploring negative crosslinguistic influence effects in the direct object domain. Macquarie University, Australia
• LASLAB (2023): R. Fernández Fuertes and 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, Spain
• AESLA (2023): T. Gómez Carrero, R. Fernández Fuertes, E. Álvarez de la Fuente and S. Mujcinovic. Sensitivity to Spanish grammatical gender: L1 versus heritage Spanish bilinguals’ eye movements. Universidad de Extremadura, Spain
• AESLA (2023): R. Fernández Fuertes and Q. Yuan. Characterizing negative crosslinguistic influence effects in experimental data in the direct object domain. Universidad de Extremadura, Spain
• AESLA (2023): T. Gómez Carrero and A. Ogneva. Dealing with gender: L1 Russian adults acquiring Spanish grammatical gender as L2. Universidad de Extremadura, Spain
• ELLME (2022): S. Mujcinovic and R. Fernández Fuertes. L2 English children’s subject production: lexical specialization, typology and time of instruction in L2 attainment. Universidad de Granada, Spain
• ELLME (2022): T. Gómez Carrero and R. Fernández Fuertes. Bilingual children’s language interplay through the analysis of codeswitching. Universidad de Granada, Spain
• BMRS (2022): R. Fernández Fuertes and E. Gómez Garzarán. Does teaching grammar pay off? L2 English in a Spanish primary school. University of Edinburg, UK
• BMRS (2022): R. Fernández Fuertes, Q. Yuan and S. Mujcinovic. What is behind object omission in L2 English: crosslinguistic influence or verb type and verb form? University of Edinburg, UK
• CIEB (2021): R. Fernández Fuertes and E. Gómez Garzarán. Teaching in the spotlight: Does explicit instruction impact on the teaching of noun compounds in English? Universidad de Valladolid, Spain
• ISB (2021): S. Mujcinovic and R. Fernández Fuertes. When [-]&[-] and [+]&[-] is a plus: adding on to the nature of subjects in contact. University of Warsaw, Poland
• ISB (2021): T. Gómez Carrero and R. Fernandez Fuertes. How children in Gibraltar process Spanish grammatical gender: A new look at an old problem. University of Warsaw, Poland
• NPIT (2021): E. Álvarez de la Fuente and R. Fernández Fuertes. Translation strategies used by bilingual children: natural or universal? University of Amsterdam, The Netherlands
• ISP (2021): E. Gómez Garzarán, R. Fernández Fuertes and S. Mujcinovic. Noun modification at a crossroads. Universidad Nebrija, Spain
• ISP (2021): T. Gómez Carrero and R. Fernandez Fuertes. Spanish grammatical gender through the eyes of the L1 Spanish-L2 English bilingual child. Universidad Nebrija, Spain
• ISBPAC (2021): T. Gómez Carrero and R. Fernandez Fuertes. Testing English-Spanish switched Determiner Phrases: evidence from eye-tracking during reading. Radboud University, The Netherlands
• PEECSC (2021): R. Fernández Fuertes and E. Gómez Garzarán. When exposure and instruction meet: L1 Spanish children dealing with noun modification in English. Universidad de Valladolid, Spain
• AESLA (2021): T. Gómez Carrero and 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, Spain
• AESLA (2021): T. Gómez Carrero and A. Ogneva. The acquisition of Spanish grammatical gender by L1 Russian and L1 English adults. Universidade da Coruña, Spain
• AJT (2021): A. Ogneva and 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, Spain
• Psyneuroling (2020): T. Gómez Carrero and R. Fernández Fuertes. An eye tracking study with children: gender in code-switching. Online
• BiMulLT (2020): R. Fernández Fuertes and E. Gómez Garzarán. NN compounds put to the test in a boardgame: Can explicit instruction boost learning? University of Cyprus, Cyprus
• LSRL (2020): T. Gómez Carrero and R. Fernández Fuertes. Spanish grammatical gender in codeswitching: evidence from eye-movements. University of Texas at Austin, USA

previous conferences