{"id":217,"date":"2017-12-18T08:18:49","date_gmt":"2017-12-18T06:18:49","guid":{"rendered":"http:\/\/www3.uva.es\/uvalal\/?p=217"},"modified":"2026-09-28T15:47:02","modified_gmt":"2026-09-28T14:47:02","slug":"conferencias","status":"publish","type":"post","link":"https:\/\/uvalal.uva.es\/index.php\/es\/2017\/12\/18\/conferencias\/","title":{"rendered":"conferencias"},"content":{"rendered":"<ul>\n<li>\n<div class=\"elementToProof\" role=\"presentation\">CASLL (2026): R. Fern\u00e1ndez Fuertes. The sequential bilingual child\u2019s internal grammar. Universitat de Val\u00e8ncia, Espa\u00f1a<\/div>\n<\/li>\n<li>\n<div class=\"elementToProof\" role=\"presentation\">CASLL (2026): R. Fern\u00e1ndez Fuertes y E. G\u00f3mez Garzar\u00e1n. How and for how long should we teach noun modification? Universitat de Val\u00e8ncia, Espa\u00f1a<\/div>\n<\/li>\n<li>\n<div class=\"elementToProof\" role=\"presentation\">UK-WGLA (2026): S. S\u00e1nchez Calder\u00f3n y\u00a0R. Fern\u00e1ndez Fuertes. Second language acquisition ofEnglish dative alternatingstructures by Spanish native speakers: potentialcrosslinguistic effects. Ulster University, Reino Unido<\/div>\n<\/li>\n<li>\n<div class=\"elementToProof\" role=\"presentation\">JAL (2026): R. Fern\u00e1ndez Fuertes y Q. Yuan. Codeswitching patterns in the early stages of simultaneous multilingual acquisition. Universidad Aut\u00f3noma de M\u00e9xico, M\u00e9jico<\/div>\n<\/li>\n<li>SP (2026):M. Ortega-Llebaria, Z. Wu, M.T. Mart\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>\n<li>SP (2026): M.T. Mart\u00ednez-Garc\u00eda y S. Schwab (poster). Dialectal variation in Korean: Sensitivity to F0 in the discrimination of L2 lexical stress. University of Philadelphia, EE.UU.<\/li>\n<li>SP (2026): S. Schwab, S. y M.T. Mart\u00ednez Garc\u00eda (p\u00f3ster). Disentangling the musical dimensions related to L2 stress perception: Evidence from German, French, and Korean learners of Spanish. University of Philadelphia, EE.UU.<\/li>\n<li>TISLID (2026): A.F. Martins y M.T. Mart\u00ednez Garc\u00eda. An exploratory review of AI-based pronunciation tools for learners of modern languages other than English. UNED, Espa\u00f1a<\/li>\n<li>CIVVT (2026): 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, Espa\u00f1a<\/li>\n<li>CIFE (2026):\u00a0M.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 C\u00f3rdoba, Espa\u00f1a<\/li>\n<li>CIFE (2026): M.T. Mart\u00ednez Garc\u00eda y S. Schwab. L2 word stress discrimination and musical perception abilities. Universidad de C\u00f3rdoba, Espa\u00f1a<\/li>\n<li>LSA (2026): M. Ortega-Llebaria, Z. Wu, M.T. Mart\u00ednez Garc\u00eda, 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.<\/li>\n<li>CILL (2025): M.T. Mart\u00ednez Garc\u00eda. Avances en la Ense\u00f1anza del Ingl\u00e9s: Estrategias y Aplicaciones Neurocient\u00edficas. Universidad de Cantabria, Espa\u00f1a<\/li>\n<li>HK 3.0 (2025): M.T. Mart\u00ednez Garc\u00eda y A. Ferreira Martins (taller). Pronunciation instruction in Japanese and South Korean universities: A data-driven study of beliefs, training, and engagement. Chosun University, Rep\u00fablica de Corea<\/li>\n<li>ASA &amp; ASJ (2025): K. Tajima, M. Ortega-Llebaria, M. Kitahara, S. Peperkamp, M.T. Mart\u00ednez Garc\u00eda, K. Yoneyama, K. y Z. Wu (poster). Influence of native-language prosody on second-language word processing: A cross-linguistic comparison. Hawai, EE.UU.<\/li>\n<li>CIE (2025): E. Mart\u00ednez Garc\u00eda y M\u00aa 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>\n<li>CIINECO (2025): S. Mujcinovic y T. G\u00f3mez Carrero. 2025. Biling\u00fcismo al poder: estrategias para conocer y reconocer al biling\u00fce. Online<\/li>\n<li>ISB (2025): 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 &#8211; Basque Center on Cognition, Brain and Language, Espa\u00f1a<\/li>\n<li>New Sounds (2025): S. Schwab y 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, Canad\u00e1<\/li>\n<li>New Sounds (2025): M\u00aa 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. University of Toronto, Canad\u00e1<\/li>\n<li>NOCroDeP (2025): 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<\/li>\n<li>Psychoshorts (2025): 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<\/li>\n<li>SELL (2025): 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<\/li>\n<li>AESLA (2024): 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>\n<li>AESLA (2024): 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>\n<li>GIC (2024): 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>\n<li>SRC (2024): 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>\n<li>AMLaP (2023): 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 &#8211; Basque Center on Cognition, Brain and Language, Espa\u00f1a<\/li>\n<li>AESLA (2023): 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&#8217; eye movements. Universidad de Extremadura, Espa\u00f1a<\/li>\n<li>AESLA (2023): 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>\n<li>AESLA (2023): 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>\n<li>AILA (2023): 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? Universit\u00e9\u00a0de Lyon, Francia<\/li>\n<li>AILA (2023): J.M. Liceras y R. Fern\u00e1ndez Fuertes. Codeswitching and grammatical gender: language dominance at the crossroads of convergent\/divergent experimental data. Universit\u00e9 de Lyon, Francia<\/li>\n<li>BUCLD (2023): 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>\n<li>CILG (2023): 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>\n<li>\n<div class=\"CjVfdc\"><span class=\"C9DxTc \">ISB (2023): R. Fern\u00e1ndez Fuertes, Q. Yuan y S. Mujcinovic. Exploring negative crosslinguistic influence effects in the direct object domain. Macquarie University, Australia<\/span><\/div>\n<\/li>\n<li>LASLAB (2023): 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 &#8216;ingredients&#8217; for Spanish children in primary education. Universidad del Pa\u00eds Vasco, Espa\u00f1a<\/li>\n<li>NODOS (2023): <span class=\"C9DxTc \">R. Fern\u00e1ndez Fuertes, S. Mujcinovic y Q. Yuan<\/span>. Learning of object and verb properties: how much does the first language weigh in second language learning? Universidad de Sevilla, Espa\u00f1a<\/li>\n<li>RT (2023): 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>\n<li>BiUNED (2022): 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>\n<li>BMRS (2022): 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>\n<li>BMRS (2022): 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>\n<li>ELLME (2022): S. Mujcinovic y R. Fern\u00e1ndez Fuertes. L2 English children&#8217;s subject production: lexical specialization, typology and time of instruction in L2 attainment. Universidad de Granada, Espa\u00f1a<\/li>\n<li>ELLME (2022): T. G\u00f3mez Carrero y R. Fern\u00e1ndez Fuertes. Bilingual children&#8217;s language interplay through the analysis of codeswitching. Universidad de Granada, Espa\u00f1a<\/li>\n<li>ELLME (2022): S. 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>\n<li>ISMBS (2022): S. 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>\n<li>LSRL (2022): S. 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>\n<li>PLC 46 (2022): S. 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>\n<li>CIEB (2021): 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>\n<li>ISB (2021): 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>\n<li>ISB (2021): 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>\n<li>NPIT (2021): 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>\n<li>ISP (2021): E. G\u00f3mez Garzar\u00e1n, R. Fern\u00e1ndez Fuertes y S. Mujcinovic. Noun modification at a crossroads. Universidad Nebrija, Espa\u00f1a<\/li>\n<li>ISP (2021): 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>\n<li>ISBPAC (2021): 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>\n<li>PECSC (2021): 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>\n<li>AESLA (2021): 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>\n<li>AESLA (2021): 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>\n<li>AJT (2021): 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>\n<\/ul>\n<p style=\"text-align: right\"><a href=\"http:\/\/uvalal.uva.es\/index.php\/es\/investigacion\/conferencias-participacion\/\" target=\"_blank\" rel=\"noopener noreferrer\">conferencias anteriores<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>CASLL (2026): R. Fern\u00e1ndez Fuertes. The sequential bilingual child\u2019s internal grammar. Universitat de Val\u00e8ncia, Espa\u00f1a CASLL (2026): R. Fern\u00e1ndez Fuertes y E. G\u00f3mez Garzar\u00e1n. How and for how long should we teach noun modification? Universitat de Val\u00e8ncia, Espa\u00f1a UK-WGLA (2026): S. S\u00e1nchez Calder\u00f3n y\u00a0R. Fern\u00e1ndez Fuertes. Second language acquisition ofEnglish dative alternatingstructures by Spanish native [&hellip;]<\/p>\n","protected":false},"author":556,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"footnotes":""},"categories":[15],"tags":[],"class_list":["post-217","post","type-post","status-publish","format-standard","hentry","category-actividades-de-investigacion"],"_links":{"self":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/217","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/types\/post"}],"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=217"}],"version-history":[{"count":6,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/217\/revisions"}],"predecessor-version":[{"id":8000,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/217\/revisions\/8000"}],"wp:attachment":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/media?parent=217"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/categories?post=217"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/tags?post=217"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}