artículos y capítulos de libro
- Gómez Carrero, T. y A. Ogneva. 2023 (online). 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.
- 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).