{"id":223,"date":"2025-07-15T13:59:42","date_gmt":"2025-07-15T12:59:42","guid":{"rendered":"http:\/\/www3.uva.es\/uvalal\/?p=223"},"modified":"2026-09-28T15:42:38","modified_gmt":"2026-09-28T14:42:38","slug":"recent-publications","status":"publish","type":"post","link":"https:\/\/uvalal.uva.es\/index.php\/2025\/07\/15\/recent-publications\/","title":{"rendered":"recent publications"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"223\" class=\"elementor elementor-223\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6925ffc3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"6925ffc3\" 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-6b2d237b\" data-id=\"6b2d237b\" 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-31412482 elementor-widget elementor-widget-text-editor\" data-id=\"31412482\" 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: left\"><strong>recent papers in refereed journals and book chapters<\/strong><\/p>\n<ul>\n<li>Fern\u00e1ndez Fuertes, R. and T. G\u00f3mez Carrero. 2026. <a href=\"https:\/\/doi.org\/10.3390\/languages11080154\" target=\"_blank\" rel=\"noopener\">Spanish formal features in the mind of bilingual children in two Spanish\u2013English contact zones<\/a>. <i>Languages<\/i>, <i>11<\/i>(8), 154. <a href=\"https:\/\/doi.org\/10.3390\/languages11080154\" target=\"_blank\" rel=\"noopener\">10.3390\/languages11080154<\/a><\/li>\n<li>Mujcinovic, S. and T. G\u00f3mez Carrero. 2026. <span lang=\"EN-US\">Biling\u00fcismo al poder: What exactly do our students know about bilingualism? I<\/span>n L\u00f3pez Carri\u00f3n, A.E., T. Hidalgo Mar\u00ed y F.J. Herrero Guti\u00e9rrez (eds.). <em>Territorios compartidos del conocimiento: Enfoques desde diversas \u00e1reas de investigaci\u00f3n.<\/em> Tirant lo Blanch.<\/li>\n<li>Fern\u00e1ndez Fuertes, R. and S. S\u00e1nchez Calder\u00f3n. 2026. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/85160\" target=\"_blank\" rel=\"noopener\">Child bilingual acquisition of Spanish dative (non-)clitic doubling structures: A case study approach to home and community input conditions.<\/a> <i>Journal of Psycholinguist Research<\/i> 55 (93). <a href=\"http:\/\/10.1007\/s10936-026-10284-3\" target=\"_blank\" rel=\"noopener\">10.1007\/s10936-026-10284-3<\/a><\/li>\n<li>Schwab, S. and M.T. Mart\u00ednez Garc\u00eda. 2026 (online first). <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/85128\" target=\"_blank\" rel=\"noopener\">L2 proficiency influence in the perception of lexical stress in Spanish: Ab initio <em>vs<\/em>. experienced learners<\/a>. <i>Second Language Research<\/i>.<\/li>\n<li>Mart\u00ednez Garc\u00eda, M.T. and A. Martins. 2026 (online first). <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/82889\" target=\"_blank\" rel=\"noopener\">Navigating Pronunciation Instruction in Japan and South Korea: Insights from Spanish and Portuguese Teaching and Learning<\/a>. <i>Language Teaching Research.<\/i><\/li>\n<li>G\u00f3mez Carrero, T. and&nbsp;R. Fern\u00e1ndez Fuertes. 2026. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/84929\" target=\"_blank\" rel=\"noopener\">Language contact in bilingual brains: formal features in the mental representation of English-Spanish bilingual children. <\/a><i>Behavioral Sciences<\/i> 16 (6): 923.<\/li>\n<li>\u00c1lvarez de la Fuente, E. and R. Fern\u00e1ndez Fuertes. 2025. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/82681\" target=\"_blank\" rel=\"noopener\">Interpreting as a natural skill: From family interactions to educational settings<\/a>.&nbsp;<em>Topics in Linguistics&nbsp;<\/em>26 (2): 1-26.<\/li>\n<li>Fern\u00e1ndez Fuertes, R. and E. G\u00f3mez Garzar\u00e1n. 2025. <a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-031-80924-8_4\" target=\"_blank\" rel=\"noopener noreferrer\">Explicit instruction and length of exposure in the teaching of English noun-noun compounds<\/a>. In Garc\u00eda Mayo, M\u00aa del Pilar (ed.). <em>Investigating attention to form and individual differences: research with EFL children<\/em>. Second Language Learning and Teaching. Springer.<\/li>\n<li>Fern\u00e1ndez Fuertes, R., T. G\u00f3mez Carrero, and J.M. Liceras. 2025. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/66773\" target=\"_blank\" rel=\"noopener\">Activation and local inhibition in the bilingual child\u2019s processing of codeswitching<\/a>. <i>Second&nbsp;Language&nbsp;Research<\/i> 41<i>&nbsp;<\/i>(1): 163-190.<\/li>\n<li>Arnold, P. and M.T. Martinez-Garc\u00eda. 2025.&nbsp;<a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/75265\">The Spanish Vowels: The Great Forgotten in the Spanish Classroom<\/a>.&nbsp;<em>Hispania<\/em><em>&nbsp;<\/em>108 (1): 3-10.<\/li>\n<li>\n<div class=\"elementToProof\"><i><\/i>Martinez Garcia, M.T. 2025.&nbsp;<a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/75994\" target=\"_blank\" rel=\"noopener\">Orthographic influence on English word recognition by Spanish and Korean learners<\/a>. <i>Estudios de Fon\u00e9tica Experimental <\/i>34: 113\u2013128.<\/div>\n<\/li>\n<li>Mart\u00ednez Garc\u00eda, M.T., J. Amber and S. Schwab. 2024.&nbsp;<a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/70732\">Use of word-level stress in L2 Spanish word recognition<\/a>.&nbsp;<em>Proceedings of the Speech Prosody 2024<\/em>&nbsp;(SP2024).<\/li>\n<li>Mujcinovic, S. 2024. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/75082\" target=\"_blank\" rel=\"noopener\">Monolingual and bilingual production of English sentential subjects: the frog story<\/a>. In Granados Chiguer, I., V. Jim\u00e9nez Jim\u00e9nez, J.A. Carretero Bru\u00f1a, P. Miguel Naranjo and J. \u00c1lvarez Garc\u00eda (coords.). <i>Innovaci\u00f3n en el aula: Nuevas estrategias did\u00e1cticas en humanidades<\/i>.&nbsp;Dyckinson S.L.<\/li>\n<li>Mart\u00ednez Garc\u00eda, M.T. 2024.&nbsp;<a style=\"font-family: Merriweather, Georgia, serif;font-size: 17px\" href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/73034\">Bridging the gap: Leveraging neuroeducation to enhance teaching methodologies<\/a>.&nbsp;<em style=\"font-family: Merriweather, Georgia, serif;font-size: 17px\">Korea TESOL Journal<\/em>&nbsp;20 (2): 3-25.<\/li>\n<li style=\"font-size: 17px\"><span style=\"font-style: normal\">Fern\u00e1ndez Fuertes, R., S. Mujcinovic and Q. Yuan. 2024.&nbsp;<\/span><a style=\"font-family: Merriweather, Georgia, serif;font-size: 17px;font-style: normal\" href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/68845\" target=\"_blank\" rel=\"noopener\">How much does the first language weigh in the second language learning of object and verb properties?<\/a><span style=\"font-style: normal\"> In Flores Borjabad, S.A., J.A. Nisa \u00c1vila and O.S. Ould Garc\u00eda (coords.).&nbsp;<\/span><em style=\"font-family: Merriweather, Georgia, serif;font-size: 17px\">Tejiendo palabras: explorando la lengua, la ling\u00fc\u00edstica y el proceso de traducci\u00f3n en la era de la inteligencia artificial<\/em><span style=\"font-style: normal\">. Dyckinson S.L.<\/span><\/li>\n<li><span lang=\"EN-US\">Ma\u00f1as Navarrete, I., E. Rosado Villegas, S. Mujcinovic and N. Fullana Rivera. 2024 (online). <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/68736\" target=\"_blank\" rel=\"noopener\">Acquisition of modal readings of the Imperfect tense in L2 Spanish<\/a>. <i>Language Acquisition.<\/i><\/span><\/li>\n<li>\u00c1lvarez de la Fuente, E. and R. Fern\u00e1ndez Fuertes. 2024. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/64524\" target=\"_blank\" rel=\"noopener\">Characterizing natural interpreters&#8217; attitudes towards natural interpreting: The effect of experimental contexts<\/a>. <em>Lingua<\/em> 298.<\/li>\n<li>G\u00f3mez Carrero, T. and A. Ogneva. 2024. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/67418\" target=\"_blank\" rel=\"noopener\">Who does it better? The acquisition of Spanish grammatical gender by L1 English and L1 Russian adults<\/a>. <em>Revista Espa\u00f1ola de Ling\u00fc\u00edstica Aplicada\/Spanish Journal of Applied Linguistics <\/em>37 (1): 143-171.<\/li>\n<li>Ogneva, A. and T. G\u00f3mez Carrero. 2024. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/67419\" target=\"_blank\" rel=\"noopener\">Exploring grammatical gender acquisition in L2 Spanish: Difficulties and didactic recommendations<\/a>. In Montoya-Reyes, A., A. Barsaglini-Castro y E. S\u00e1nchez-Barreiro (eds.). <i>A Multidisciplinary Approach to Applied Linguistics and Education: Building Knowledge in Foreign Language Teaching, Translation, Critical Discourse Analysis and Posthumanism. <\/i>Peter Lang.<\/li>\n<li>S\u00e1nchez Calder\u00f3n, S. and R. Fern\u00e1ndez Fuertes. 2023. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/40903\" target=\"_blank\" rel=\"noopener noreferrer\">Are there biological gender differences at the early stages of first language acquisition when producing double object constructions and to\/for-datives?<\/a> <em>Onom\u00e1zein<\/em> 61: 21-43.<\/li>\n<li>G\u00f3mez Carrero, T. and A. Ognieva. 2023. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/59497\" target=\"_blank\" rel=\"noopener\">Does the ending matter? Revisiting the acquisition of L2 Spanish grammatical gender by gendered and ungendered L1 adults<\/a>. En Ari\u00f1o-Bizarro, A., N. L\u00f3pez-Cort\u00e9s y D. Pascual (eds). <em>En torno al lenguaje: aportaciones al estudio ling\u00fc\u00edstico<\/em>. Zaragoza: Prensas de la Universidad de Zaragoza.<\/li>\n<li><span style=\"font-style: normal\">Fern\u00e1ndez Fuertes, R., E. G\u00f3mez Garzar\u00e1n, S. Mujcinovic and I. Ma\u00f1as Navarrete. 2022. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/57150\" target=\"_blank\" rel=\"noopener\">When teaching works and time helps: Noun modification in L2 English school children<\/a>.&nbsp;<\/span><span style=\"color: var( --e-global-color-text );font-style: italic\">Open Linguistics 8<\/span><span style=\"font-style: normal;color: var( --e-global-color-text )\">&nbsp;(1): 475-495<\/span><span style=\"font-style: normal;color: var( --e-global-color-text )\">.<\/span><\/li>\n<li><span style=\"font-style: normal\">S\u00e1nchez Calder\u00f3n, S. and R. Fern\u00e1ndez Fuertes.&nbsp;<\/span><span style=\"font-style: normal\">2022.&nbsp;<\/span><a style=\"font-family: Merriweather, Georgia, serif;font-size: 17px;font-style: normal\" href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/55731\" target=\"_blank\" rel=\"noopener\">The&nbsp;acquisition&nbsp;of English active and passive mono transitive constructions by English-Spanish simultaneous bilingual children<\/a><span style=\"font-style: normal\">.&nbsp;<\/span><span style=\"font-style: italic\">International Journal of Bilingualism&nbsp;<\/span><span style=\"font-style: normal\">26 (4): 502-526<\/span><span style=\"font-style: normal\">.<\/span><\/li>\n<li>Liceras, J.M. and R. Fern\u00e1ndez Fuertes. 2021.&nbsp;<a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/55733\" target=\"_blank\" rel=\"noopener\">On the nature of crosslinguistic influence: root infinitives revisited<\/a>.&nbsp;In Avram, L., A. Sevcenco and V. Tomescu (eds.). <em>L1 Acquisition and L2 Learning<\/em>. John Benjamins.<\/li>\n<li>Fern\u00e1ndez Fuertes, R. and S. S\u00e1nchez Calder\u00f3n. 2021. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/40989\" target=\"_blank\" rel=\"noopener noreferrer\">The syntactic status of English dative alternation structures in bilingual and in monolingual acquisition data<\/a>. <em>Linguistic Approaches to Bilingualism Journal <\/em> 11 (6): 817-845.<span style=\"font-family: inherit;color: var( --e-global-color-text )\">&nbsp;<\/span><\/li>\n<li>G\u00f3mez Garzar\u00e1n, E. and R. Fern\u00e1ndez Fuertes. 2020. <a href=\"http:\/\/uvadoc.uva.es\/handle\/10324\/41174\" target=\"_blank\" rel=\"noopener noreferrer\">Is explicit instruction effective? The learning of English noun-noun and adjective-noun structures by L1 Spanish school children<\/a>. <em>Culture and Education<\/em> 32 (2): 299-339.<\/li>\n<li>S\u00e1nchez Calder\u00f3n, S. and R. Fern\u00e1ndez Fuertes. 2020. <a href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/42052\" target=\"_blank\" rel=\"noopener noreferrer\">Bilingual and monolingual children&#8217;s acquisition of Spanish&nbsp;dative alternation structures: order of acquisition and adult input effects<\/a>. <em>International Journal of Bilingual Education and Bilingualism&nbsp;<\/em>23 (4): 347-367.<\/li>\n<li><span style=\"font-size: inherit\">Fern\u00e1ndez Fuertes, R., E. G\u00f3mez Garzar\u00e1n and I. Ma\u00f1as Navarrete. 2020. <\/span><a style=\"font-size: inherit\" href=\"https:\/\/uvadoc.uva.es\/handle\/10324\/55732\" target=\"_blank\" rel=\"noopener noreferrer\">Noun-noun compounds in a game task: what child data can tell us about teaching practices<\/a><span style=\"font-size: inherit\">. In&nbsp;Planelles, M., A. Foucart and J.M. Liceras (eds.).&nbsp;<\/span><em style=\"font-size: inherit\">Current Perspectives in Language Teaching and Learning in Multicultural Contexts<\/em><span style=\"font-size: inherit\">.&nbsp;Thomson Reuters Aranzadi.<\/span><\/li>\n<li><span style=\"font-size: inherit\">Stankova, R. and R.&nbsp;Fern\u00e1ndez Fuertes. 2020. <\/span><a style=\"font-size: inherit\" href=\"http:\/\/uvadoc.uva.es\/handle\/10324\/39952\" target=\"_blank\" rel=\"noopener noreferrer\">The acquisition of&nbsp;<em>ser&nbsp;<\/em>and&nbsp;<em>estar<\/em> in 2L1 English-Spanish data<\/a><span style=\"font-size: inherit\">. In Levey, D. (ed.).&nbsp;<\/span><em style=\"font-size: inherit\">Strategies and Analyses of Language and Communication in Multilingual and International Contexts<\/em><span style=\"font-size: inherit\">. Cambridge Scholars Publishing.<\/span><\/li>\n<\/ul>\n<p><strong>edited volumes<\/strong><\/p>\n<ul>\n<li>\u00c1lvarez de la Fuente, E., S. \u00c1lvarez \u00c1lvarez and G. Faya Ornia (eds.). 2020.<a href=\"https:\/\/cvc.cervantes.es\/lengua\/eaesla\/eaesla_06.htm\" target=\"_blank\" rel=\"noopener noreferrer\"><em> E-Aesla.&nbsp;<\/em><em><i>Revista Digital de Ling\u00fc\u00edstica Aplicada<\/i><\/em><\/a> 6. Centro virtual Cervantes.<\/li>\n<li>Mujcinovic, S. and E. G\u00f3mez Garzar\u00e1n (eds.). 2019. <a href=\"https:\/\/www.mdpi.com\/journal\/languages\/special_issues\/AESLA_2019\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Formal and Methodological Approaches to Applied Linguistics<\/em><\/a>. <em>Languages<\/em>&nbsp;4&nbsp;(4).<\/li>\n<\/ul>\n<p style=\"text-align: right\"><strong><a href=\"https:\/\/uvalal.uva.es\/index.php\/results\/publications\/\" target=\"_blank\" rel=\"noopener noreferrer\">previous publications<\/a><\/strong><\/p>\n<p style=\"text-align: right\">\n<\/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>recent papers in refereed journals and book chapters Fern\u00e1ndez Fuertes, R. and T. G\u00f3mez Carrero. 2026. Spanish formal features in the mind of bilingual children in two Spanish\u2013English contact zones. Languages, 11(8), 154. 10.3390\/languages11080154 Mujcinovic, S. and T. G\u00f3mez Carrero. 2026. Biling\u00fcismo al poder: What exactly do our students know about bilingualism? In L\u00f3pez Carri\u00f3n, [&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":[21],"tags":[],"class_list":["post-223","post","type-post","status-publish","format-standard","hentry","category-recent-publications"],"_links":{"self":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/223","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=223"}],"version-history":[{"count":5,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/223\/revisions"}],"predecessor-version":[{"id":7998,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/posts\/223\/revisions\/7998"}],"wp:attachment":[{"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/media?parent=223"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/categories?post=223"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uvalal.uva.es\/index.php\/wp-json\/wp\/v2\/tags?post=223"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}