publicaciones recientes
artículos y capítulos de libro
- Fernández Fuertes, R. y T. Gómez Carrero. 2026. Spanish formal features in the mind of bilingual children in two Spanish–English contact zones. Languages, 11(8), 154. 10.3390/languages11080154
- Mujcinovic, S. y T. Gómez Carrero. 2026. Bilingüismo al poder: What exactly do our students know about bilingualism? In López Carrión, A.E., T. Hidalgo Marí y F.J. Herrero Gutiérrez (eds.). Territorios compartidos del conocimiento: Enfoques desde diversas áreas de investigación. Tirant lo Blanch.
- Fernández Fuertes, R. y S. Sánchez Calderón. 2026. Child bilingual acquisition of Spanish dative (non-)clitic doubling structures: A case study approach to home and community input conditions. Journal of Psycholinguist Research 55 (93). 10.1007/s10936-026-10284-3
- Schwab, S. y M.T. Martínez García. 2026 (online first). L2 proficiency influence in the perception of lexical stress in Spanish: Ab initio vs. experienced learners. Second Language Research.
- Martínez García, M.T. y A. Martins. 2026 (online first). Navigating Pronunciation Instruction in Japan and South Korea: Insights from Spanish and Portuguese Teaching and Learning. Language Teaching Research.
- Gómez Carrero, T. y R. Fernández Fuertes. 2026. Language contact in bilingual brains: formal features in the mental representation of English-Spanish bilingual children. Behavioral Sciences 16 (6): 923.
- Álvarez de la Fuente, E. y R. Fernández Fuertes. 2025. Interpreting as a natural skill: From family interactions to educational settings. Topics in Linguistics 26 (2): 1-26.
- Fernández Fuertes, R. y E. Gómez Garzarán. 2025. Explicit instruction and length of exposure in the teaching of English noun-noun compounds. En García Mayo, Mª del Pilar (ed.). Investigating attention to form and individual differences: research with EFL children. Second Language Learning and Teaching. Springer.
- Fernández Fuertes, R., T. Gómez Carrero, y J.M. Liceras. 2025. Activation and local inhibition in the bilingual child’s processing of codeswitching. Second Language Research 41 (1): 163-190.
- Arnold, P. y M.T. Martinez-García. 2025. The Spanish Vowels: The Great Forgotten in the Spanish Classroom. Hispania 108 (1): 3-10.
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Martinez Garcia, M.T. 2025. Orthographic influence on English word recognition by Spanish and Korean learners. Estudios de Fonética Experimental 34: 113–128.
- Martínez García, M.T., J. Amber y S. Schwab. 2024. Use of word-level stress in L2 Spanish word recognition. Proceedings of the Speech Prosody 2024 (SP2024).
- Mujcinovic, S. 2024. Monolingual and bilingual production of English sentential subjects: the frog story. In Granados Chiguer, I., V. Jiménez Jiménez, J.A. Carretero Bruña, P. Miguel Naranjo and J. Álvarez García (coords.). Innovación en el aula: Nuevas estrategias didácticas en humanidades. Dyckinson S.L.
- Martínez García, M.T. 2024. Bridging the gap: Leveraging neuroeducation to enhance teaching methodologies. Korea TESOL Journal 20 (2): 3-25.
- Fernández Fuertes, R., S. Mujcinovic y Q. Yuan. 2024. How much does the first language weigh in the second language learning of object and verb properties? En Flores Borjabad, S.A., J.A. Nisa Ávila and O.S. Ould García (coords.). Tejiendo palabras: explorando la lengua, la lingüística y el proceso de traducción en la era de la inteligencia artificial. Dyckinson S.L.
- Mañas Navarrete, I., E. Rosado Villegas, S. Mujcinovic y N. Fullana Rivera. 2024 (online). Acquisition of modal readings of the Imperfect tense in L2 Spanish. Language Acquisition.
- Álvarez de la Fuente, E. y R. Fernández Fuertes. 2024. Characterizing natural interpreters’ attitudes towards natural interpreting: The effect of experimental contexts. Lingua 298.
- Gómez Carrero, T. and A. Ogneva. 2024. Who does it better? The acquisition of Spanish grammatical gender by L1 English and L1 Russian adults. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37 (1): 143-171.
- Ogneva, A. and T. Gómez Carrero. 2024. Exploring grammatical gender acquisition in L2 Spanish: Difficulties and didactic recommendations. In Montoya-Reyes, A., A. Barsaglini-Castro and E. Sánchez-Barreiro (eds.). A Multidisciplinary Approach to Applied Linguistics and Education: Building Knowledge in Foreign Language Teaching, Translation, Critical Discourse Analysis and Posthumanism. Peter Lang.
- Sánchez Calderón, S. y R. Fernández Fuertes. 2023. Are there biological gender differences at the early stages of first language acquisition when producing double object constructions and to/for-datives? Onomázein 61: 21-43.
- Gómez Carrero, T. y A. Ognieva. 2023. Does the ending matter? Revisiting the acquisition of L2 Spanish grammatical gender by gendered and ungendered L1 adults. En Ariño-Bizarro, A., N. López-Cortés y D. Pascual (eds). En torno al lenguaje: aportaciones al estudio lingüístico. Zaragoza: Prensas de la Universidad de Zaragoza.
- Fernández Fuertes, R., E. Gómez Garzarán, S. Mujcinovic y I. Mañas Navarrete. 2022. When teaching works and time helps: Noun modification in L2 English school children. Open Linguistics 8 (1): 475-495.
- Sánchez Calderón, S. y R. Fernández Fuertes. 2022. The acquisition of English active and passive mono transitive constructions by English-Spanish simultaneous bilingual children. International Journal of Bilingualism 26 (4): 502-526.
- Liceras, J.M. y R. Fernández Fuertes. 2021. On the nature of crosslinguistic influence: root infinitives revisited. En Avram, L., A. Sevcenco y V. Tomescu (eds.). L1 Acquisition and L2 Learning. John Benjamins.
- Fernández Fuertes, R. y S. Sánchez Calderón. 2021. The syntactic status of English dative alternation structures in bilingual and in monolingual acquisition data. Linguistic Approaches to Bilingualism Journal 11 (6): 817-845.
- 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).
conferencias
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CASLL (2026): R. Fernández Fuertes. The sequential bilingual child’s internal grammar. Universitat de València, España
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CASLL (2026): R. Fernández Fuertes y E. Gómez Garzarán. How and for how long should we teach noun modification? Universitat de València, España
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UK-WGLA (2026): S. Sánchez Calderón y R. Fernández Fuertes. Second language acquisition ofEnglish dative alternatingstructures by Spanish native speakers: potentialcrosslinguistic effects. Ulster University, Reino Unido
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JAL (2026): R. Fernández Fuertes y Q. Yuan. Codeswitching patterns in the early stages of simultaneous multilingual acquisition. Universidad Autónoma de México, Méjico
- SP (2026):M. Ortega-Llebaria, Z. Wu, M.T. Martínez-García, S. Peperkamp, K. Tajima, M. Kitahara y K. Yoneyama. Pitch suppression in L2 English lexical access: Cross-typological evidence from Mandarin, Japanese, Korean, and French listeners. University of Philadelphia, EE.UU.
- SP (2026): M.T. Martínez-García y S. Schwab (poster). Dialectal variation in Korean: Sensitivity to F0 in the discrimination of L2 lexical stress. University of Philadelphia, EE.UU.
- SP (2026): S. Schwab, S. y M.T. Martínez García (póster). Disentangling the musical dimensions related to L2 stress perception: Evidence from German, French, and Korean learners of Spanish. University of Philadelphia, EE.UU.
- TISLID (2026): A.F. Martins y M.T. Martínez García. An exploratory review of AI-based pronunciation tools for learners of modern languages other than English. UNED, España
- CIVVT (2026): M.T. Martínez García. La traducción del etiquetado del vino español para el mercado surcoreano: regulación, multimodalidad y redistribución funcional. Universidad de Valladolid, España
- CIFE (2026): M.T. Martínez García, Ortega-Llebaria, Z. Wu, S. Peperkamp, K. Tajima, M. Kitahara y K. Yoneyama. Pitch and Perception in L2 English: How Native Prosodic Systems Shape Lexical Access. Universidad de Córdoba, España
- CIFE (2026): M.T. Martínez García y S. Schwab. L2 word stress discrimination and musical perception abilities. Universidad de Córdoba, España
- LSA (2026): M. Ortega-Llebaria, Z. Wu, M.T. Martínez García, S. Peperkamp, K. Tajima, M. Kitahara y K. Yoneyama. Perceiving the Stress, Missing the Word: Cross-Linguistic F0 Strategies in L2 English. New Orleans, EE.UU.
- CILL (2025): M.T. Martínez García. Avances en la Enseñanza del Inglés: Estrategias y Aplicaciones Neurocientíficas. Universidad de Cantabria, España
- HK 3.0 (2025): M.T. Martínez García y A. Ferreira Martins (taller). Pronunciation instruction in Japanese and South Korean universities: A data-driven study of beliefs, training, and engagement. Chosun University, República de Corea
- ASA & ASJ (2025): K. Tajima, M. Ortega-Llebaria, M. Kitahara, S. Peperkamp, M.T. Martínez García, K. Yoneyama, K. y Z. Wu (poster). Influence of native-language prosody on second-language word processing: A cross-linguistic comparison. Hawai, EE.UU.
- 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): 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. 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, España
- 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
- 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
- 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
- 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
- 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
- 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? Université de Lyon, Francia
- AILA (2023): J.M. Liceras y R. Fernández Fuertes. Codeswitching and grammatical gender: language dominance at the crossroads of convergent/divergent experimental data. Université de Lyon, Francia
- 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
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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
- 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
- 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): T. Gómez Carrero y R. Fernández Fuertes. Bilingual children’s language interplay through the analysis of codeswitching. Universidad de Granada, España
- ELLME (2022): S. 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
- ISMBS (2022): S. 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): S. 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): S. 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.
- 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
recogida de datos
seminarios y charlas en el UVALAL
2025-2026
- Miquel Simonet (University of Arizona, EEUU), Phonetic and phonological transfer in second language acquisition
- Helena Escalera López (University of Arizona, EEUU), Can you hear my stress? Revisiting «stress deafness» with implicit methods
- Miquel Simonet (University of Arizona, EEUU), Jamovi: the statistical analysis of linguistic data
- Tamara Gómez Carrero and Sonja Mujcinovic (Universidad de Valladolid, Spain), How to work with Questionnaire Builder 2 in Gorilla
- Bryan Koronkiewicz (University of Alabama, EEUU), Bilingual code-switching: Structure acquisition and research methods
- David Birdsong (University of Texas at Austin, EEUU), Dominance in bilingualism: concept, assessment, research, and theory
- Jimena González Sáez (University of Groningen, Países Bajos), Task-evoked pupil response for voluntary, incentivised, and cued language switching in Spanish-Basque bilinguals
- Elisa Marrodán Verdeguer (Universitat de Barcelona, España), El procesamiento sintáctico de las cláusulas de relativo en el language receptivo: animacidad y anidación
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Marta Álvarez Cañizo (Universidad de Valladolid, España), Lectura y escritura en población con y sin dislexia
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Edita Hornáčková Klapicová (Constantine the Philosopher University, Eslovaquia) and Andrea Baranovská (Trnava University, Eslovaquia), The skill of interpreting in bilingual and multilingual children
- Iban Mañas Navarrete (Universitat de Barcelona, España), Optimización de análisis estadísticos con R en datos lingüísticos 2
- 2019 37th AESLA international conference, Universidad de Valladolid (España)
- 2025
- Colegio Ave María (Valladolid, España)
- Colegio Internacional de Valladolid (España)
- University of New Mexico (EEUU)
- Cien Aguas International School (New Mexico, EEUU)
- Univerzitet u Banjoj Luci, Banja Luka (Bosnia y Hercegovina)
- Prior Park (Gibraltar, Reino Unido)
- Sotogrande International School (Cadiz, España)
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- 2024
- The University of Arizona (EEUU)
- University of Texas at Austin (EEUU)
- 2022-2023
- John Mackintosh Hall (Gibraltar, Reino Unido)
- 2022
- Universidad de Gibraltar (Reino Unido)
- 2020
- Colegio Francisco Pino (Valladolid, España)
- 2017-2020
- Centro de idiomas, Universidad de Valladolid (España)
- Colegio Ave María (Valladolid, España)
- 2007-2022
- Colegio Internacional de Valladolid (España)
- 2024