{"id":221,"date":"2018-11-01T12:20:22","date_gmt":"2018-11-01T10:20:22","guid":{"rendered":"http:\/\/www3.uva.es\/uvalal\/?p=221"},"modified":"2026-09-28T15:46:01","modified_gmt":"2026-09-28T14:46:01","slug":"conferences","status":"publish","type":"post","link":"https:\/\/uvalal.uva.es\/index.php\/2018\/11\/01\/conferences\/","title":{"rendered":"conferences"},"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, Spain<\/div>\n<\/li>\n<li>\n<div class=\"elementToProof\" role=\"presentation\">CASLL (2026): R. Fern\u00e1ndez Fuertes and E. G\u00f3mez Garzar\u00e1n. How and for how long should we teach noun modification? Universitat de Val\u00e8ncia, Spain<\/div>\n<\/li>\n<li>\n<div class=\"elementToProof\" role=\"presentation\">UK-WGLA (2026): S. S\u00e1nchez Calder\u00f3n and R. Fern\u00e1ndez Fuertes. Second language acquisition ofEnglish dative alternatingstructures by Spanish native speakers: potentialcrosslinguistic effects. Ulster University, UK<\/div>\n<\/li>\n<li>\n<div class=\"elementToProof\" role=\"presentation\">JAL (2026): R. Fern\u00e1ndez Fuertes and Q. Yuan. Codeswitching patterns in the early stages of simultaneous multilingual acquisition. Universidad Aut\u00f3noma de M\u00e9xico, M\u00e9xico<\/div>\n<\/li>\n<li>SP (2026): M. Ortega-Llebaria, Z. Wu, M.T. Mart\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>\n<li>SP (2026): M.T. Mart\u00ednez-Garc\u00eda and S. Schwab (poster). Dialectal variation in Korean: Sensitivity to F0 in the discrimination of L2 lexical stress. University of Philadelphia, USA<\/li>\n<li>SP (2026): S. Schwab, S. and M.T. Mart\u00ednez Garc\u00eda (poster). Disentangling the musical dimensions related to L2 stress perception: Evidence from German, French, and Korean learners of Spanish. University of Philadelphia, USA<\/li>\n<li>TISLID (2026): A.F. Martins and M.T. Mart\u00ednez Garc\u00eda. An exploratory review of AI-based pronunciation tools for learners of modern languages other than English. UNED, Spain<\/li>\n<li>CIVVT (2026): Mart\u00ednez Garc\u00eda, M.T. 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>\n<li>CIFE (2026): 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>\n<li>CIFE (2026): M.T. Mart\u00ednez Garc\u00eda and S. Schwab. L2 word stress discrimination and musical perception abilities. Universidad de C\u00f3rdoba, Spain<\/li>\n<li>LSA (2026): M. Ortega-Llebaria, Z. Wu, M.T. Mart\u00ednez Garc\u00eda, S. Peperkamp, K. Tajima, M. Kitahara and K. Yoneyama. Perceiving the Stress, Missing the Word: Cross-Linguistic F0 Strategies in L2 English. New Orleans, USA<\/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, Spain<\/li>\n<li>HK 3.0 (2025): M.T. Mart\u00ednez Garc\u00eda and A. Ferreira Martins (workshop). Pronunciation instruction in Japanese and South Korean universities: A data-driven study of beliefs, training, and engagement. Chosun University, Republic of Korea<\/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. and Z. Wu (poster). Influence of native-language prosody on second-language word processing: A cross-linguistic comparison. Hawai, USA<\/li>\n<li>CIE (2025): E. Mart\u00ednez Garc\u00eda and M\u00aa T. Mart\u00ednez Garc\u00eda. Impacto Econ\u00f3mico del Espa\u00f1ol en Corea del Sur: Retos y Oportunidades Emergentes. Universidad de Salamanca, Spain<\/li>\n<li>CIINECO (2025): S. Mujcinovic and 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 and S. Mujcinovic. Age and language dominance at the crossroads of bilingual processing: codeswitching in Gibraltar. BCBL &#8211; Basque Center on Cognition, Brain and Language, Spain<\/li>\n<li>New Sounds (2025): 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>\n<li>New Sounds (2025): M\u00aa T. Mart\u00ednez Garc\u00eda, S. Schwab and J. Llisterri (poster). The perception of lexical stress in Spanish by Seoul and Kyungsang Korean speakers: A comparative study. University of Toronto, Canada<\/li>\n<li>NOCroDeP (2025): S. Mujcinovic, Q. Yuan and R. Fern\u00e1ndez Fuertes. Understanding null objects in L2 English: from acceptability to production. Universitat de les Illes Balears.<\/li>\n<li><span style=\"font-weight: 400\">Psychoshorts (2025): <\/span><span style=\"font-weight: 400\">S. S\u00e1nchez Calder\u00f3n and R. Fern\u00e1ndez Fuertes<\/span><span style=\"font-weight: 400\">. Second language acquisition of English dative alternating structures by Spanish native speakers: potential crosslinguistic effects. Universidad de Ottawa, Canada<\/span><\/li>\n<li>SELL (2025): 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, Spain<\/li>\n<li>AESLA (2024): 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, Spain<\/li>\n<li>AESLA (2024): 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, Spain<\/li>\n<li>GIC (2024): 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, Spain<\/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, Spain<\/li>\n<li>AESLA (2023): T. G\u00f3mez Carrero, R. Fern\u00e1ndez Fuertes, E. \u00c1lvarez de la Fuente and\u00a0S. Mujcinovic. Sensitivity to Spanish grammatical gender: L1 versus heritage Spanish bilinguals&#8217; eye movements. Universidad de Extremadura, Spain<\/li>\n<li>AESLA (2023): R. Fern\u00e1ndez Fuertes and Q. Yuan. Characterizing negative crosslinguistic influence effects in experimental data in the direct object domain. Universidad de Extremadura, Spain<\/li>\n<li>AESLA (2023): T. G\u00f3mez Carrero and A. Ogneva. Dealing with gender: L1 Russian adults acquiring Spanish grammatical gender as L2. Universidad de Extremadura, Spain<\/li>\n<li>AILA (2023): 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? Universit\u00e9 de Lyon, France<\/li>\n<li>AILA (2023): J.M. Liceras and R. Fern\u00e1ndez Fuertes. Codeswitching and grammatical gender: language dominance at the crossroads of convergent\/divergent experimental data. Universit\u00e9 de Lyon, France<\/li>\n<li>AMLaP (2023): 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 &#8211; Basque Center on Cognition, Brain and Language, Spain<\/li>\n<li>BUCLD (2023): 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>\n<li><span style=\"font-weight: 400\">CILG (2023): 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, Spain<\/span><\/li>\n<li>\n<div class=\"CjVfdc\"><span class=\"C9DxTc \">ISB (2023): R. Fern\u00e1ndez Fuertes, Q. Yuan and 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 and 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, Spain<\/li>\n<li>NODOS (2023): <span class=\"C9DxTc \">R. Fern\u00e1ndez Fuertes, S. Mujcinovic and Q. Yuan<\/span>. Learning of object and verb properties: how much does the first language weigh in second language learning? Universidad de Sevilla, Spain<\/li>\n<li>RT (2023): 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, Spain<\/li>\n<li>BIUNED (2022): R. Stankova Laykova and R. Fern\u00e1ndez Fuertes. Lexical specialization and language dominance: copula and auxiliary verbs in L1 and 2L1 acquisition. UNED, Spain<\/li>\n<li>BMRS (2022): R. Fern\u00e1ndez Fuertes and E. G\u00f3mez Garzar\u00e1n. Does teaching grammar pay off? L2 English in a Spanish primary school. University of Edinburg, UK<\/li>\n<li>BMRS (2022): 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>\n<li>ISMBS (2022): S. 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>\n<li>LSRL (2022): S. 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>\n<li>PLC 46 (2022): S. 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>\n<li>AESLA (2021): T. G\u00f3mez Carrero and\u00a0R. 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, Spain<\/li>\n<li>AESLA (2021): T. G\u00f3mez Carrero and A. Ogneva. The acquisition of Spanish grammatical gender by L1 Russian and L1 English adults. Universidade da Coru\u00f1a, Spain<\/li>\n<li>AJT (2021): A. Ogneva and\u00a0T. 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, Spain<\/li>\n<li>CIEB (2021): R. Fern\u00e1ndez Fuertes and\u00a0E. G\u00f3mez Garzar\u00e1n. Teaching in the spotlight: Does explicit instruction impact on the teaching of noun compounds in English? Universidad de Valladolid, Spain<\/li>\n<li>ISB (2021): 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>\n<li>ISB (2021): T. G\u00f3mez Carrero and\u00a0R. Fernandez Fuertes. How children in Gibraltar process Spanish grammatical gender: A new look at an old problem. University of Warsaw, Poland<\/li>\n<li>ISBPAC (2021): T. G\u00f3mez Carrero and R. Fernandez Fuertes. Testing English-Spanish switched Determiner Phrases: evidence from eye-tracking during reading. Radboud University, The Netherlands<\/li>\n<li>ISP (2021): E. G\u00f3mez Garzar\u00e1n, R. Fern\u00e1ndez Fuertes and\u00a0S. Mujcinovic. Noun modification at a crossroads. Universidad Nebrija, Spain<\/li>\n<li>ISP (2021): T. G\u00f3mez Carrero and R. Fernandez Fuertes. Spanish grammatical gender through the eyes of the L1 Spanish-L2 English bilingual child. Universidad Nebrija, Spain<\/li>\n<li>NPIT (2021): E. \u00c1lvarez de la Fuente and\u00a0R. Fern\u00e1ndez Fuertes. Translation strategies used by bilingual children: natural or universal? University of Amsterdam, The Netherlands<\/li>\n<li>PEECSC (2021): 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, Spain<\/li>\n<\/ul>\n<p style=\"text-align: right\"><a href=\"http:\/\/uvalal.uva.es\/index.php\/research\/conferences-participation\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">previous conferences<\/span><\/span><\/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, Spain CASLL (2026): R. Fern\u00e1ndez Fuertes and E. G\u00f3mez Garzar\u00e1n. How and for how long should we teach noun modification? Universitat de Val\u00e8ncia, Spain UK-WGLA (2026): S. S\u00e1nchez Calder\u00f3n and R. Fern\u00e1ndez Fuertes. Second language acquisition ofEnglish dative alternatingstructures by Spanish [&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":[23],"tags":[],"class_list":["post-221","post","type-post","status-publish","format-standard","hentry","category-research-activities"],"_links":{"self":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/221","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=221"}],"version-history":[{"count":6,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/221\/revisions"}],"predecessor-version":[{"id":7999,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/221\/revisions\/7999"}],"wp:attachment":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/media?parent=221"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/categories?post=221"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/tags?post=221"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}