{"id":120,"date":"2017-10-29T07:35:16","date_gmt":"2017-10-29T07:35:16","guid":{"rendered":"http:\/\/www3.uva.es\/uvalal\/?page_id=120"},"modified":"2026-07-20T10:09:33","modified_gmt":"2026-07-20T09:09:33","slug":"conferencias-participacion","status":"publish","type":"page","link":"https:\/\/uvalal.uva.es\/index.php\/es\/resultados\/conferencias-participacion\/","title":{"rendered":"conferencias (participaci\u00f3n)"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"120\" class=\"elementor elementor-120\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-5ab53a0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"5ab53a0\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-9b929de\" data-id=\"9b929de\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4830791 elementor-widget elementor-widget-accordion\" data-id=\"4830791\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-accordion\">\n\t\t\t\t\t\t\t<div class=\"elementor-accordion-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-7561\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-7561\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-accordion-icon elementor-accordion-icon-right\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-accordion-icon-closed\"><i class=\"fas fa-plus\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-accordion-icon-opened\"><i class=\"fas fa-minus\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-accordion-title\" tabindex=\"0\">participaci\u00f3n en congresos (\u00faltimos 5 a\u00f1os)<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-7561\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-7561\"><p><strong>2026<\/strong><\/p><ul><li>CASLL: <span lang=\"EN-US\">S. Mujcinovic y R. Fern\u00e1ndez Fuertes. Corpus-based analysis of L2 English sentential subjects. <\/span>Universitat de Val\u00e8ncia, Espa\u00f1a<\/li><li>CIFE: M.T. Mart\u00ednez Garc\u00eda, 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\u00a0C\u00f3rdoba, Espa\u00f1a<\/li><li>CIFE: M.T. Mart\u00ednez Garc\u00eda y S.\u00a0Schwab. L2 word stress discrimination and musical perception abilities.\u00a0Universidad de\u00a0C\u00f3rdoba, Espa\u00f1a<\/li><li>CIVVT: M.T. Mart\u00ednez Garc\u00eda. La traducci\u00f3n del etiquetado del vino espa\u00f1ol para el mercado surcoreano: regulaci\u00f3n, multimodalidad y redistribuci\u00f3n funcional. Universidad de\u00a0Valladolid, Espa\u00f1a<\/li><li>FIUniCYL: T. G\u00f3mez Carrero <em>et al.. <\/em>BeBiLing: en realidad \u00bfqu\u00e9 significa ser biling\u00fce? Las claves del biling\u00fcismo en la pr\u00e1ctica docente. Universidades p\u00fablicas de Castilla y Le\u00f3n<\/li><li>LSA: M. Ortega-Llebaria, Z. Wu, M.T.\u00a0Mart\u00ednez Garc\u00eda,\u00a0S. 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.<\/li><li>SP: M. Ortega-Llebaria, Z. Wu, M.T.\u00a0Mart\u00ednez-Garc\u00eda, 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.<\/li><li>SP: M.T. Mart\u00ednez-Garc\u00eda y S.\u00a0Schwab (poster). Dialectal variation in Korean: Sensitivity to F0 in the discrimination of L2 lexical stress.\u00a0University of Philadelphia, EE.UU.<\/li><li>SP: S. Schwab, S. y M.T.\u00a0Mart\u00ednez Garc\u00eda\u00a0(p\u00f3ster). Disentangling the musical dimensions related to L2 stress perception: Evidence from German, French, and Korean learners of Spanish.\u00a0University of Philadelphia, EE.UU.<\/li><li>TISLID: A.F.\u00a0Martins y M.T. Mart\u00ednez Garc\u00eda.\u00a0An exploratory review of AI-based pronunciation tools for learners of modern languages other than English. UNED, Espa\u00f1a<\/li><\/ul><p><b>2025<\/b><\/p><ul><li>CILL: M.T. Mart\u00ednez Garc\u00eda.\u00a0Avances en la Ense\u00f1anza del Ingl\u00e9s: Estrategias y Aplicaciones Neurocient\u00edficas.\u00a0Universidad de\u00a0Cantabria, Espa\u00f1a<\/li><li>HK 3.0: M.T. Mart\u00ednez Garc\u00eda y A.\u00a0Ferreira Martins (taller).\u00a0Pronunciation instruction in Japanese and South Korean universities: A data-driven study of beliefs, training, and engagement.\u00a0Chosun University, Rep\u00fablica de Corea<\/li><li>ASA &amp; ASJ: K. Tajima, M. Ortega-Llebaria, M.\u00a0Kitahara, S. Peperkamp, M.T.\u00a0Mart\u00ednez Garc\u00eda, K.\u00a0Yoneyama, K. y Z. Wu (poster). Influence of native-language prosody on second-language word processing: A cross-linguistic comparison.\u00a0Hawai, EE.UU.<\/li><li>CIE: E. Mart\u00ednez Garc\u00eda y M.T. Mart\u00ednez Garc\u00eda. Impacto Econ\u00f3mico del Espa\u00f1ol en Corea del Sur: Retos y Oportunidades Emergentes. Universidad de Salamanca, Espa\u00f1a<\/li><li>CIINECO: S. Mujcinovic y T. G\u00f3mez Carrero. 2025. Biling\u00fcismo al poder: estrategias para conocer y reconocer al biling\u00fce. Online<\/li><li>ISB: T. G\u00f3mez Carrero, R. Fern\u00e1ndez Fuertes, R., E. \u00c1lvarez de la Fuente y S. Mujcinovic. Age and language dominance at the crossroads of bilingual processing: codeswitching in Gibraltar.\u00a0BCBL \u2013 Basque Center on Cognition, Brain and Language, Espa\u00f1a<\/li><li><span style=\"font-family: inherit\">New Sounds: M.T. Mart\u00ednez Garc\u00eda, S. Schwab y J. Llisterri (p\u00f3ster). The perception of lexical stress in Spanish by Seoul and Kyungsang Korean speakers: A comparative study<\/span><\/li><li><span style=\"font-family: inherit\">New Sounds: S. Schwab y M.T. Mart\u00ednez Garc\u00eda. Perceptual ability as a predictor of word-level stress use in L2 Spanish word recognition. University of Toronto, Canad\u00e1<\/span><\/li><li><span style=\"font-family: inherit\">NOCroDeP: S. Mujcinovic, Q. Yuan y R. Fern\u00e1ndez Fuertes. Understanding null objects in L2 English: from acceptability to production. Universitat de les Illes Balears, Espa\u00f1a<\/span><\/li><li><span style=\"font-family: inherit\">Psychoshorts: S\u00e1nchez Calder\u00f3n y R. Fern\u00e1ndez Fuertes. Second language acquisition of English dative alternating structures by Spanish native speakers: potential crosslinguistic effects. Universidad de Ottawa, Canad\u00e1<\/span><\/li><li><span style=\"font-family: inherit\">SELL: A. Ogneva y T. G\u00f3mez Carrero. El g\u00e9nero gramatical en el espa\u00f1ol como segunda lengua: el efecto de la L1 y las metodolog\u00edas. Universidad de Salamanca, Espa\u00f1a<\/span><\/li><\/ul><p><strong>202<\/strong><strong>4<\/strong><\/p><ul><li>AESLA: R. Fern\u00e1ndez Fuertes, T. G\u00f3mez Carrero, E. \u00c1lvarez 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 Val\u00e8ncia, Espa\u00f1a<\/li><li>AESLA: S. Mujcinovic, R. Fern\u00e1ndez Fuertes y E. G\u00f3mez Garzar\u00e1n. English grammar teaching in primary school: Does it work? Universitat de Val\u00e8ncia, Espa\u00f1a<\/li><li>GIC: R. Fern\u00e1ndez Fuertes, T. G\u00f3mez Carrero, E. \u00c1lvarez de la Fuente y S. Mujcinovic. Codeswitching preferences in Gibraltar: when dominance and age are involved. Universidade de Vigo, Espa\u00f1a<\/li><li>SRC: S. Mujcinovic and I. Ma\u00f1as Navarrete. What can language typology and time of instruction say about narrative development in English as a foreign language? Universitat Internacional de Catalunya, Espa\u00f1a<\/li><\/ul><p><strong>202<\/strong><strong>3<\/strong><\/p><ul><li>AESLA: R. Fern\u00e1ndez Fuertes y Q. Yuan. Characterizing negative crosslinguistic influence effects in experimental data in the direct object domain. Universidad de Extremadura, Espa\u00f1a<\/li><li>AESLA: T. G\u00f3mez Carrero y A. Ogneva. Dealing with gender: L1 Russian adults acquiring Spanish grammatical gender as L2. Universidad de Extremadura, Espa\u00f1a<\/li><li>AESLA: T. G\u00f3mez Carrero, R. Fern\u00e1ndez Fuertes, E. \u00c1lvarez de la Fuente y S. Mujcinovic. Sensitivity to Spanish grammatical gender: L1 versus heritage Spanish bilinguals\u2019 eye movements. Universidad de Extremadura, Espa\u00f1a<\/li><li>AILA: J.M. Liceras y R. Fern\u00e1ndez Fuertes. Codeswitching and grammatical gender: language dominance at the crossroads of convergent\/divergent experimental data. Universidad de Lyon, Francia<\/li><li>AILA: R. Stankova Laykova y R. Fern\u00e1ndez Fuertes. L1 Spanish in contact with HL English and with HL Bulgarian: Does language dominance relate to lexical specialization? Universidad de Lyon, Francia<\/li><li>AMLaP: R. Fern\u00e1ndez Fuertes, T. G\u00f3mez Carrero y J. Mu\u00f1oz Liceras. Exploring the mental lexicon of bilingual children when processing codeswitched determiner phrases. BCBL \u2013 Basque Center on Cognition, Brain and Language, Espa\u00f1a<\/li><li>BUCLD: R. Fern\u00e1ndez Fuertes, T. G\u00f3mez 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.<\/li><li>CILG: J.M. Liceras y R. Fern\u00e1ndez Fuertes. La encrucijada acceso l\u00e9xico y cotejo de rasgos en el espa\u00f1ol no nativo: el g\u00e9nero gramatical y la alternancia de c\u00f3digos. Universidad Complutense de Madrid, Espa\u00f1a<\/li><li>ISB: R. Fern\u00e1ndez Fuertes, Q. Yuan y S. Mujcinovic. Exploring negative crosslinguistic influence effects in the direct object domain. Macquarie University, Australia<\/li><li>LASLAB: R. Fern\u00e1ndez Fuertes y E. G\u00f3mez Garzar\u00e1n. Explicit instruction and length of exposure in the teaching of English noun-noun compounds: Two good \u2018ingredients\u2019 for Spanish children in primary education. Universidad del Pa\u00eds Vasco, Espa\u00f1a<\/li><li>NODOS:\u00a0R. Fern\u00e1ndez 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, Espa\u00f1a<\/li><li>RT: S. S\u00e1nchez Calder\u00f3n y R. Fern\u00e1ndez Fuertes. The interplay between acquisition context and language status in the acquisition of datives by bilingual Spanish children. UNED, Espa\u00f1a<\/li><\/ul><p><strong>202<\/strong><strong>2<\/strong><\/p><ul><li>BIUNED: R. Stankova Laykova y R. Fern\u00e1ndez Fuertes. Lexical specialization and language dominance: copula and auxiliary verbs in L1 and 2L1 acquisition. UNED, Espa\u00f1a<\/li><li>BMRS: R. Fern\u00e1ndez Fuertes y E. G\u00f3mez Garzar\u00e1n. Does teaching grammar pay off? L2 English in a Spanish primary school.\u00a0University of Edinburg, Reino Unido<\/li><li>BMRS: R. Fern\u00e1ndez 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<\/li><li>ELLME: S. Mujcinovic y R. Fern\u00e1ndez Fuertes. L2 English children\u2019s subject production: lexical specialization, typology and time of instruction in L2 attainment. Universidad de Granada, Espa\u00f1a<\/li><li>ELLME: S\u00e1nchez Calder\u00f3n y R. Fern\u00e1ndez Fuertes. English-Spanish bilingual acquisition of English monotransitives in the active and passive voice from birth. Universidad de Granada, Espa\u00f1a<\/li><li>ELLME: T. G\u00f3mez Carrero y R. Fern\u00e1ndez Fuertes. Bilingual children\u2019s language interplay through the analysis of codeswitching. Universidad de Granada, Espa\u00f1a<\/li><li>ISMBS: S\u00e1nchez Calder\u00f3n y R. Fern\u00e1ndez Fuertes. Do girls differ from boys in the monolingual acquisition of English dative alternation? University of Louisiana at Lafayette, EE.UU.<\/li><li>LSRL: S\u00e1nchez Calder\u00f3n y R. Fern\u00e1ndez 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.<\/li><li>PLC 46: S\u00e1nchez Calder\u00f3n y R. Fern\u00e1ndez Fuertes. How do English-Spanish bilinguals\u2019 two languages interact in the acquisition of English active and passive structures? University of Pennsylvania, EE.UU.<\/li><\/ul><p><strong>202<\/strong><strong>1<\/strong><\/p><ul><li>AESLA: T. G\u00f3mez Carrero y A. Ogneva. The acquisition of Spanish grammatical gender by L1 Russian and L1 English adults. Universidade da Coru\u00f1a, Espa\u00f1a<\/li><li>AESLA: T. G\u00f3mez 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 Coru\u00f1a, Espa\u00f1a<\/li><li>AJT: A. Ogneva y T. G\u00f3mez 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, Espa\u00f1a<\/li><li>CIEB: R. Fern\u00e1ndez Fuertes y E. G\u00f3mez Garzar\u00e1n. Teaching in the spotlight: Does explicit instruction impact on the teaching of noun compounds in English? Universidad de Valladolid, Espa\u00f1a<\/li><li>ISB: S. Mujcinovic y R. Fern\u00e1ndez Fuertes. When [-]&amp;[-] and [+]&amp;[-] is a plus: adding on to the nature of subjects in contact. University of Warsaw, Polonia<\/li><li>ISB: T. G\u00f3mez Carrero y R. Fernandez Fuertes. How children in Gibraltar process Spanish grammatical gender: A new look at an old problem. University of Warsaw, Polonia<\/li><li>ISBPAC: T. G\u00f3mez Carrero y R. Fernandez Fuertes. Testing English-Spanish switched Determiner Phrases: evidence from eye-tracking during reading. Radboud University, Pa\u00edses Bajos<\/li><li>ISP: E. G\u00f3mez Garzar\u00e1n, R. Fern\u00e1ndez Fuertes y S. Mujcinovic. Noun modification at a crossroads. Universidad Nebrija, Espa\u00f1a<\/li><li>ISP: T. G\u00f3mez Carrero y R. Fernandez Fuertes. Spanish grammatical gender through the eyes of the L1 Spanish-L2 English bilingual child. Universidad Nebrija, Espa\u00f1a<\/li><li>NPIT: E. \u00c1lvarez de la Fuente y R. Fern\u00e1ndez Fuertes. Translation strategies used by bilingual children: natural or universal? University of Amsterdam, Pa\u00edses Bajos<\/li><li>PECSC: R. Fern\u00e1ndez Fuertes y E. G\u00f3mez Garzar\u00e1n. When exposure and instruction meet: L1 Spanish children dealing with noun modification in English. Universidad de Valladolid, Espa\u00f1a<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6296487 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"6296487\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b20ad74\" data-id=\"b20ad74\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4c838f3 elementor-widget elementor-widget-accordion\" data-id=\"4c838f3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-accordion\">\n\t\t\t\t\t\t\t<div class=\"elementor-accordion-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-8021\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-8021\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-accordion-icon elementor-accordion-icon-right\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-accordion-icon-closed\"><i class=\"fas fa-plus\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-accordion-icon-opened\"><i class=\"fas fa-minus\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-accordion-title\" tabindex=\"0\">ponencias invitadas (\u00faltimos 5 a\u00f1os)<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-8021\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-8021\"><p><strong>2026<\/strong><\/p><ul><li>Mujcinovic, S. Overt and null sentential subjects in L2 English: insights from spoken and written data. University of Banja Luka, Bosnia y Herzegovina<\/li><\/ul><p><strong>2025<\/strong><\/p><ul><li>Mart\u00ednez Garc\u00eda, M.T. Allies or enemies? Applications of Artificial Intelligence in Foreign Language Teaching. Universidad de Guanajuato, Mexico<\/li><li>Mart\u00ednez Garc\u00eda, M.T. Innovative Approaches to Pronunciation Teaching: Hands-on Strategies for Effective Learning. Sookmyung Women\u2019s University, Rep\u00fablica de Corea<\/li><li><p>\u00c1lvarez de la Fuente, E. y R. Fern\u00e1ndez Fuertes. Interpreting as a natural skill: from family interactions to classroom applications. Constantine the Philosopher University, Eslovaquia.<\/p><\/li><li><p>Fern\u00e1ndez 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<\/p><\/li><li><p>Mart\u00ednez Garc\u00eda, M.T. Innovative approaches to pronunciation teaching: Hands-on strategies for effective learning. Sookmyung Women\u2019s University, Rep\u00fablica de Corea<\/p><\/li><\/ul><p><strong>2024<\/strong><\/p><ul><li>Fern\u00e1ndez Fuertes, R. Catching bilingual children&#8217;s eyes: language on the move! University of Wuppertal,\u00a0Alemania.<\/li><li>Fern\u00e1ndez Fuertes, R. Codeswitching as a window to explore how simultaneous bilingual children\u2019s two grammars interact. University of Hamburg, Alemania.<\/li><li>Fern\u00e1ndez Fuertes, R. Instruction in the spotlight: child L2 English noun-noun production. University of Wuppertal,\u00a0<em>I<\/em>nternational Workshop Acquisition advantages in multilingual learners: theoretically- and empirically-based studies of the multilingual advantage and it\u2019s use in society,\u00a0Alemania<\/li><li>Fern\u00e1ndez Fuertes, R. The internal representation of grammatical gender features in the mind of child heritage bilinguals in Spain. University of Arizona, EE.UU.<\/li><li>Fern\u00e1ndez Fuertes, R. y J.M. Liceras. Bilingualism as a first language: \u2018who is who\u2019. University of Texas at Austin, EE.UU.<\/li><li>Fern\u00e1ndez Fuertes, R., E. \u00c1lvarez de la Fuente, S. Mujcinovic y T. G\u00f3mez Carrero. Adquisici\u00f3n y procesamiento biling\u00fce: de la teor\u00eda a los datos. Universidad de Valladolid, campus de Segovia, Espa\u00f1a<\/li><li>Fern\u00e1ndez Fuertes, R., S. Mujcinovic, E. \u00c1lvarez de la Fuente, Q. Yuan, T. G\u00f3mez Carrero y E. G\u00f3mez Garzar\u00e1n. English as a heritage language in Spain: an analysis of the bilingual child\u2019s internal grammar. Universitat Pompeu Fabra, Workshop on bilingualism with minority languages, Spain<\/li><\/ul><p><strong>2023<\/strong><\/p><ul><li>Fern\u00e1ndez Fuertes, R. 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), Canad\u00e1<\/li><li>Fern\u00e1ndez Fuertes, R. y J.M. Liceras. A formal linguistic approach to the bilingual advantage: revisiting the \u201ctwo-in-one\u201d paradox. University of Toronto, Canad\u00e1<\/li><li>Fern\u00e1ndez Fuertes, R. y J.M. Liceras. Formal linguistics and bilingualism: the \u2018two in one\u2019 paradox and the psychological reality of lexical transparency. Universitat Pompeu Fabra, Espa\u00f1a<\/li><\/ul><p><strong>2022<\/strong><\/p><ul><li>\u00c1lvarez de la Fuente, E. y R. Fern\u00e1ndez Fuertes. Bilinguals and translation: who translates what and where. Constantine the Philosopher University, Eslovaquia.<\/li><li>Fern\u00e1ndez Fuertes, R. Child bilingualism: the acquisition of two grammars from birth. UNED, Espa\u00f1a.<\/li><li>Fern\u00e1ndez Fuertes, R. What does it mean to be bilingual? Myth and science. University of Gibraltar y Gibraltar Cultural Services.<\/li><li>S\u00e1nchez Calder\u00f3n, S. y R. Fern\u00e1ndez Fuertes. On the acquisition of Spanish complex dative predicates by English-Spanish bilinguals who are exposed to two types of input. Ulster University, Reino Unido.<\/li><li>S\u00e1nchez Calder\u00f3n, S. y R. Fern\u00e1ndez Fuertes. Working with Gorilla Experiment Builder for the Design of Experimental Projects in Linguistics. Ulster University, Reino Unido.<\/li><\/ul><p><strong>2021<\/strong><\/p><ul><li>Fern\u00e1ndez Fuertes, R. Una cuesti\u00f3n de matem\u00e1ticas: 1 persona, 2 lenguas. Biling\u00fcismo: ciencia, educaci\u00f3n y sociedad. Universidad de Granada y Bilingualism Matters.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-5b31e07 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"5b31e07\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-132b3d4\" data-id=\"132b3d4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-c761f87 elementor-widget elementor-widget-text-editor\" data-id=\"c761f87\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p style=\"text-align: right\"><a href=\"https:\/\/uvalal.uva.es\/index.php\/es\/conferencias-participacion-anteriores\/\"><span style=\"color: #50a2ce\"><strong style=\"color: #50a2ce\">conferencias (participaci\u00f3n) anteriores<\/strong><\/span><\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>participaci\u00f3n en congresos (\u00faltimos 5 a\u00f1os) 2026 CASLL: S. Mujcinovic y R. Fern\u00e1ndez Fuertes. Corpus-based analysis of L2 English sentential subjects. Universitat de Val\u00e8ncia, Espa\u00f1a CIFE: M.T. Mart\u00ednez Garc\u00eda, 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 [&hellip;]<\/p>\n","protected":false},"author":556,"featured_media":0,"parent":149,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page-full-width.php","meta":{"footnotes":""},"class_list":["post-120","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/120","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/users\/556"}],"replies":[{"embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/comments?post=120"}],"version-history":[{"count":5,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/120\/revisions"}],"predecessor-version":[{"id":7846,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/120\/revisions\/7846"}],"up":[{"embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/149"}],"wp:attachment":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/media?parent=120"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}