{"id":68,"date":"2017-10-28T09:55:29","date_gmt":"2017-10-28T09:55:29","guid":{"rendered":"http:\/\/www3.uva.es\/uvalal\/?page_id=68"},"modified":"2026-07-20T10:10:46","modified_gmt":"2026-07-20T09:10:46","slug":"conferences-participation","status":"publish","type":"page","link":"https:\/\/uvalal.uva.es\/index.php\/results\/conferences-participation\/","title":{"rendered":"conferences (participation)"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"68\" class=\"elementor elementor-68\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-5460d3e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"5460d3e\" 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-ed2e40e\" data-id=\"ed2e40e\" 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-a81b7bb elementor-widget elementor-widget-accordion\" data-id=\"a81b7bb\" 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-1761\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1761\" 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\">participation in conferences (last 5 years)<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1761\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1761\"><p><strong>2026<\/strong><\/p><ul><li>CASLL: <span lang=\"EN-US\">S. Mujcinovic and R. Fern\u00e1ndez Fuertes. Corpus-based analysis of L2 English sentential subjects. <\/span>Universitat de Val\u00e8ncia, Spain<\/li><li>CIFE: M.T. Mart\u00ednez Garc\u00eda, Ortega-Llebaria, Z. Wu, S. Peperkamp, K. Tajima, M. Kitahara and K. Yoneyama. Pitch and Perception in L2 English: How Native Prosodic Systems Shape Lexical Access. Universidad de C\u00f3rdoba, Spain<\/li><li>CIFE: M.T. Mart\u00ednez Garc\u00eda and S. Schwab. L2 word stress discrimination and musical perception abilities. Universidad de C\u00f3rdoba, Spain<\/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 Valladolid, Spain<\/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. Public Univerisities of Castile and Leon, Spain<\/li><li>SP: M. Ortega-Llebaria, Z. Wu, M.T.\u00a0Mart\u00ednez-Garc\u00eda, S. Peperkamp, K. Tajima, M. Kitahara and K. Yoneyama. Pitch suppression in L2 English lexical access: Cross-typological evidence from Mandarin, Japanese, Korean, and French listeners. University of Philadelphia, USA<\/li><li>SP: M.T. Mart\u00ednez-Garc\u00eda and S.\u00a0Schwab (poster). Dialectal variation in Korean: Sensitivity to F0 in the discrimination of L2 lexical stress.\u00a0University of Philadelphia, USA<\/li><li>SP: S. Schwab, S. and M.T.\u00a0Mart\u00ednez Garc\u00eda\u00a0(poster). Disentangling the musical dimensions related to L2 stress perception: Evidence from German, French, and Korean learners of Spanish.\u00a0University of Philadelphia, USA<\/li><li>TISLID: A.F.\u00a0Martins and M.T. Mart\u00ednez Garc\u00eda.\u00a0An exploratory review of AI-based pronunciation tools for learners of modern languages other than English. UNED, Spain<\/li><\/ul><p><strong>2025<\/strong><\/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, Spain<\/li><li>HK 3.0: M.T. Mart\u00ednez Garc\u00eda and A.\u00a0Ferreira Martins (workshop).\u00a0Pronunciation instruction in Japanese and South Korean universities: A data-driven study of beliefs, training, and engagement.\u00a0Chosun University, Republic of Korea<\/li><li>ASA &amp; ASJ: K. Tajima, M. Ortega-Llebaria, M.\u00a0Kitahara, S. Peperkamp, M.T.\u00a0Mart\u00ednez Garc\u00eda, K.\u00a0Yoneyama, K. and Z. Wu (poster). Influence of native-language prosody on second-language word processing: A cross-linguistic comparison.\u00a0Hawai, USA<\/li><li>CIE: E. Mart\u00ednez Garc\u00eda and M.T. Mart\u00ednez Garc\u00eda. Impacto Econ\u00f3mico del Espa\u00f1ol en Corea del Sur: Retos y Oportunidades Emergentes. Universidad de Salamanca,\u00a0Spain<\/li><li>CIINECO: S. Mujcinovic and T. G\u00f3mez Carrero. 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 and S. Mujcinovic. Age and language dominance at the crossroads of bilingual processing: codeswitching in Gibraltar.\u00a0BCBL \u2013 Basque Center on Cognition, Brain and Language, Spain<\/li><li>New Sounds: M\u00aa T. Mart\u00ednez Garc\u00eda, S. Schwab and J. Llisterri (p\u00f3ster). The perception of lexical stress in Spanish by Seoul and Kyungsang Korean speakers: A comparative study.\u00a0<\/li><li>New Sounds: S. Schwab and M\u00aa T. Mart\u00ednez Garc\u00eda. Perceptual ability as a predictor of word-level stress use in L2 Spanish word recognition. University of Toronto, Canada<\/li><li>NOCroDeP: S. Mujcinovic, Q. Yuan and R. Fern\u00e1ndez Fuertes. Understanding null objects in L2 English: from acceptability to production. Universitat de les Illes Balears,\u00a0Spain<\/li><li>Psychoshorts: S\u00e1nchez Calder\u00f3n and R. Fern\u00e1ndez Fuertes. Second language acquisition of English dative alternating structures by Spanish native speakers: potential crosslinguistic effects. Universidad de Ottawa, Canada<\/li><li>SELL: A. Ogneva and 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,\u00a0Spain<\/li><\/ul><p><strong>2024<\/strong><\/p><ul><li>AESLA: R. Fern\u00e1ndez Fuertes, T. G\u00f3mez Carrero, E. \u00c1lvarez 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 Val\u00e8ncia,\u00a0Spain<\/li><li>AESLA: S. Mujcinovic, R. Fern\u00e1ndez Fuertes and E. G\u00f3mez Garzar\u00e1n. English grammar teaching in primary school: Does it work? Universitat de Val\u00e8ncia,\u00a0Spain<\/li><li>GIC: R. Fern\u00e1ndez Fuertes, T. G\u00f3mez Carrero, E. \u00c1lvarez de la Fuente and S. Mujcinovic. Codeswitching preferences in Gibraltar: when dominance and age are involved. Universidade de Vigo,\u00a0Spain<\/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,\u00a0Spain<\/li><\/ul><p><strong>2023<\/strong><\/p><ul><li>AESLA: R. Fern\u00e1ndez Fuertes and Q. Yuan. Characterizing negative crosslinguistic influence effects in experimental data in the direct object domain. Universidad de Extremadura,\u00a0Spain<\/li><li>AESLA: T. G\u00f3mez Carrero and A. Ogneva. Dealing with gender: L1 Russian adults acquiring Spanish grammatical gender as L2. Universidad de Extremadura,\u00a0Spain<\/li><li>AESLA: T. G\u00f3mez Carrero, R. Fern\u00e1ndez Fuertes, E. \u00c1lvarez de la Fuente and S. Mujcinovic. Sensitivity to Spanish grammatical gender: L1 versus heritage Spanish bilinguals\u2019 eye movements. Universidad de Extremadura, Spain<\/li><li>AILA: J.M. Liceras and R. Fern\u00e1ndez Fuertes. Codeswitching and grammatical gender: language dominance at the crossroads of convergent\/divergent experimental data.\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">University of Lyon, France<\/span><\/li><li>AILA: R. Stankova Laykova and R. Fern\u00e1ndez Fuertes. L1 Spanish in contact with HL English and with HL Bulgarian: Does language dominance relate to lexical specialization? University of Lyon, France<\/li><li>AMLaP: R. Fern\u00e1ndez Fuertes, T. G\u00f3mez Carrero AND 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,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>BUCLD: R. Fern\u00e1ndez Fuertes, T. G\u00f3mez Carrero and J.M. Liceras. Investigating the processing of codeswitched determiner phrases: a window to explore the child bilingual mental lexicon. Boston University, USA.<\/li><li>CILG: J.M. Liceras and 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,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>ISB: R. Fern\u00e1ndez Fuertes, Q. Yuan and S. Mujcinovic. Exploring negative crosslinguistic influence effects in the direct object domain. Macquarie University, Australia<\/li><li>LASLAB: R. Fern\u00e1ndez Fuertes and 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,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/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,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>RT: S. S\u00e1nchez Calder\u00f3n and R. Fern\u00e1ndez Fuertes. The interplay between acquisition context and language status in the acquisition of datives by bilingual Spanish children. UNED,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><strong>\u00a0<\/strong><\/li><\/ul><p><strong>202<\/strong><strong>2<\/strong><\/p><ul><li>BIUNED: R. Stankova Laykova and R. Fern\u00e1ndez Fuertes. Lexical specialization and language dominance: copula and auxiliary verbs in L1 and 2L1 acquisition. UNED,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>BMRS: R. Fern\u00e1ndez Fuertes and E. G\u00f3mez Garzar\u00e1n. Does teaching grammar pay off? L2 English in a Spanish primary school.\u00a0University of Edinburg, UK<\/li><li>BMRS: R. Fern\u00e1ndez 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<\/li><li>ELLME: S. Mujcinovic and R. Fern\u00e1ndez Fuertes. L2 English children\u2019s subject production: lexical specialization, typology and time of instruction in L2 attainment. Universidad de Granada,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>ELLME: S\u00e1nchez Calder\u00f3n and R. Fern\u00e1ndez Fuertes. English-Spanish bilingual acquisition of English monotransitives in the active and passive voice from birth. Universidad de Granada,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>ELLME: T. G\u00f3mez Carrero and R. Fern\u00e1ndez Fuertes. Bilingual children\u2019s language interplay through the analysis of codeswitching. Universidad de Granada,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>ISMBS: S\u00e1nchez Calder\u00f3n and R. Fern\u00e1ndez Fuertes. Do girls differ from boys in the monolingual acquisition of English dative alternation? University of Louisiana at Lafayette, USA<\/li><li>LSRL: S\u00e1nchez Calder\u00f3n and 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, USA<\/li><li>PLC 46: S\u00e1nchez Calder\u00f3n and 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, USA<\/li><\/ul><p><strong>202<\/strong><strong>1<\/strong><\/p><ul><li>AESLA: T. G\u00f3mez Carrero and A. Ogneva. The acquisition of Spanish grammatical gender by L1 Russian and L1 English adults. Universidade da Coru\u00f1a,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>AESLA: T. G\u00f3mez 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 Coru\u00f1a,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>AJT: A. Ogneva and 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,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>CIEB: R. Fern\u00e1ndez Fuertes and E. G\u00f3mez Garzar\u00e1n. Teaching in the spotlight: Does explicit instruction impact on the teaching of noun compounds in English? Universidad de Valladolid,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>ISB: S. Mujcinovic and R. Fern\u00e1ndez Fuertes. When [-]&amp;[-] and [+]&amp;[-] is a plus: adding on to the nature of subjects in contact. University of Warsaw, Poland<\/li><li>ISB: T. G\u00f3mez Carrero and R. Fernandez Fuertes. How children in Gibraltar process Spanish grammatical gender: A new look at an old problem. University of Warsaw, Poland<\/li><li>ISBPAC: T. G\u00f3mez Carrero and 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 and S. Mujcinovic. Noun modification at a crossroads. Universidad Nebrija,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>ISP: T. G\u00f3mez Carrero and R. Fernandez Fuertes. Spanish grammatical gender through the eyes of the L1 Spanish-L2 English bilingual child. Universidad Nebrija,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>NPIT: E. \u00c1lvarez de la Fuente and R. Fern\u00e1ndez Fuertes. Translation strategies used by bilingual children: natural or universal? University of Amsterdam, Netherlands<\/li><li>PECSC: R. Fern\u00e1ndez Fuertes and E. G\u00f3mez Garzar\u00e1n. When exposure and instruction meet: L1 Spanish children dealing with noun modification in English. Universidad de Valladolid,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/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-7d353c5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"7d353c5\" 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-e5f9abc\" data-id=\"e5f9abc\" 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-025f953 elementor-widget elementor-widget-accordion\" data-id=\"025f953\" 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-2481\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2481\" 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\">invited lectures (last 5 years)<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-2481\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-2481\"><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 and 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, Republic of Korea<\/li><li>\u00c1lvarez de la Fuente, E. and R. Fern\u00e1ndez Fuertes. Interpreting as a natural skill: from family interactions to classroom applications. Constantine the Philosopher University, Slovakia<\/li><li>Fern\u00e1ndez Fuertes, R. and 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 and Herzegovina<\/li><li>Mart\u00ednez Garc\u00eda, M\u00aa T. Innovative approaches to pronunciation teaching: Hands-on strategies for effective learning. Sookmyung Women\u2019s University, Republic of Korea<\/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, Germany<\/li><li>Fern\u00e1ndez Fuertes, R. Codeswitching as a window to explore how simultaneous bilingual children\u2019s two grammars interact. University of Hamburg, Germany<\/li><li>Fern\u00e1ndez Fuertes, R. \u00a0Instruction 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,\u00a0Germany<\/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, USA.<\/li><li>Fern\u00e1ndez Fuertes, R. and J.M. Liceras. Bilingualism as a first language: \u2018who is who\u2019. University of Texas at Austin, USA.<\/li><li>Fern\u00e1ndez Fuertes, R., E. \u00c1lvarez de la Fuente, S. Mujcinovic and T. G\u00f3mez Carrero. Adquisici\u00f3n y procesamiento biling\u00fce: de la teor\u00eda a los datos. Universidad de Valladolid, campus de Segovia,\u00a0<span style=\"font-family: Roboto, sans-serif;font-style: normal\">Spain<\/span><\/li><li>Fern\u00e1ndez Fuertes, R., S. Mujcinovic, E. \u00c1lvarez de la Fuente, Q. Yuan, T. G\u00f3mez Carrero and E. G\u00f3mez Garzar\u00e1n. \u00a0English 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. \u00a0Does 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) and Official Languages and Bilingualism Institute (OLBI), Canada<\/li><li>Fern\u00e1ndez Fuertes, R. and J.M. Liceras. A formal linguistic approach to the bilingual advantage: revisiting the \u201ctwo-in-one\u201d paradox. University of Toronto, Canada<\/li><li>Fern\u00e1ndez Fuertes, R. and J.M. Liceras. Formal linguistics and bilingualism: the \u2018two in one\u2019 paradox and the psychological reality of lexical transparency. Universitat Pompeu Fabra, Spain<\/li><\/ul><p><strong>2022<\/strong><\/p><ul><li>\u00c1lvarez de la Fuente, E. and R. Fern\u00e1ndez Fuertes. Bilinguals and translation: who translates what and where. Constantine the Philosopher University, Slovakia.<\/li><li>Fern\u00e1ndez Fuertes, R. \u00a0Child 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. and R. Fern\u00e1ndez Fuertes. \u00a0On the acquisition of Spanish complex dative predicates by English-Spanish bilinguals who are exposed to two types of input. Ulster University, UK.<\/li><li>S\u00e1nchez Calder\u00f3n, S. and R. Fern\u00e1ndez Fuertes. Working with Gorilla Experiment Builder for the Design of Experimental Projects in Linguistics. Ulster University, UK.<\/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 and 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-1007669 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"1007669\" 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-eb38d63\" data-id=\"eb38d63\" 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-c933660 elementor-widget elementor-widget-text-editor\" data-id=\"c933660\" 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\/previous-conferences-participation\/\"><span style=\"color: #50a2ce\"><strong style=\"color: #50a2ce\">previous conferences (participation)<\/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>participation in conferences (last 5 years) 2026 CASLL: S. Mujcinovic and R. Fern\u00e1ndez Fuertes. Corpus-based analysis of L2 English sentential subjects. Universitat de Val\u00e8ncia, Spain CIFE: M.T. Mart\u00ednez Garc\u00eda, Ortega-Llebaria, Z. Wu, S. Peperkamp, K. Tajima, M. Kitahara and 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":63,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page-full-width.php","meta":{"footnotes":""},"class_list":["post-68","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/68","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=68"}],"version-history":[{"count":5,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/68\/revisions"}],"predecessor-version":[{"id":7849,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/68\/revisions\/7849"}],"up":[{"embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/pages\/63"}],"wp:attachment":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/media?parent=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}