Christine Shea

• PhD Ling/Second Language Acq
• Professor (Associate) at University of Iowa

This study analyzes the programs and policies for Spanish heritage language (SHL) students in Iowa high schools. Previous research suggests that SHL students do not enjoy equitable educational experiences in Spanish language classrooms, which are often taught by and designed for traditional second language learners. In US states like Iowa, there is...

While evidence shows that interlingual cognates can enhance cross-language phonetic assimilation in production, it is reasonable to assume that interlingual homophones can enhance cross-language phonological interference. Distinct from cognates, interlingual homophones do not share semantic content, which may affect the degree of co-activation obse...

In this study we show that the perception of lateral variants by Puerto Rican listeners changes according to who the listener believes is speaking. Puerto Rican listeners heard sentences with target words featuring either rhotic [ɾ] or lateral [l] (amo[ɾ] – amo[l]) codas, a sociophonetic alternation that is common in Puerto Rican Spanish. Across fo...

No PDF available ABSTRACT Spoken word recognition proceeds by immediately activating items in the mental lexicon which match the incoming speech signal. These items compete for recognition over time. In multilinguals, the array of possible lexical competitors includes items across all their languages. Eye-tracking work indicates that the strength o...

This study examines how input mode – whether written or auditory – interacts with orthography in the production of North American English (NAE) schwar (/ɝ/, found in fur , heard , bird ) by native Spanish speakers. Greater orthographic interference was predicted for written input, given the obligatory activation of orthographic representations in t...

Second language (L2) learners must not only acquire L2 knowledge (i.e. vocabulary and grammar), but they must also rapidly access this knowledge. In monolinguals, efficient spoken word recognition is accomplished via lexical competition, by which listeners activate a range of candidates that compete for recognition as the signal unfolds. We examine...

This book is a collection of contemporary essays and squibs exploring the mental representation of Spanish and other languages in the Romance family. Although largely formal in orientation, they incorporate experimental and corpus data to inform questions of synchronic and diachronic importance. As a whole, these contributions explore two areas of...

We ask how dialect experience affects the perception of modified L2 words by speakers of different L1 dialects. Colombian Spanish speakers from Barranquilla (s-aspirating dialect) and Bogota (non-s-aspirating dialect) carried out cross-dialect phonological priming experiments in Spanish and L2 English. For Spanish, primes and targets were counterba...

This book analyzes the construct of advanced proficiency in second language learning by bringing together empirical research from numerous linguistic domains and methodological traditions. Focusing on the dynamic nature of language use, the volume explores diverse manifestations of high-level second language Spanish, including performance on standa...

Everything we do involves language. Assuming no prior knowledge, this book offers students a contemporary introduction to the study of language. Each thought-provoking chapter is accessible to readers from a variety of fields, and is helpfully organized across six parts: sound; structure and meaning; language typologies and change; language and soc...

Second language (L2) learners must not only acquire L2 knowledge (i.e. vocabulary and grammar), but they must also rapidly access this knowledge. In monolinguals, efficient spoken word recognition is accomplished via lexical competition, by which listeners activate a range of candidates that compete for recognition as the signal unfolds. We examine...

We examine the production of nasal/nasalized vowels in Portuguese by native speakers of English. Participants interacted in an online spoken conversation with Brazilian Portuguese speakers. Words with the target segments were extracted from the dialogues and categorized in terms of their distance from a native speaker production of the same target...

In the L2 fluency literature there is considerable debate over how best to operationally define pauses and how different pause measures relate to L2 proficiency. This creates a challenge for researchers interested in L2 fluency, and particularly those who are working with groups that vary in L2 proficiency. This article addresses these issues by ex...

The eight articles in this special issue 'Learning to listen from sounds to words' were presented at the conference Sound to Word in Bilingual and Second Language Speech Perception held at the University of Iowa in spring 2016. The selected contributions focus on how second language speech perception interacts with orthography, how phonology intera...

The Cambridge Handbook of Spanish Linguistics - edited by Kimberly L. Geeslin August 2018

Cambridge Core - Latin American Studies - The Cambridge Handbook of Spanish Linguistics - edited by Kimberly L. Geeslin

This study examines how dominance and proficiency relate to Spanish heritage speaker vowel productions. Participants’ normalized vowel measurements were compared to nonheritage native speakers of Spanish and English using the Pillai score, an output of Multivariate Analysis of Variances (MANOVAs) that allows comparisons across distributions of two...

We take a multidimensional perspective on the development of second language (L2) speaking ability and examine how changes in the underlying cognitive variables of linguistic knowledge and processing speed interact with complexity, fluency, and accuracy over the course of a 3-month Spanish study abroad session. Study abroad provides a unique learni...

We consider how orthography activates sounds that are in a noncontrastive relationship in the second language (L2) and for which only one variant exists in the first language (L1). Participants were L1 English / L2 Spanish and native Spanish listeners. Intervocalically, Spanish graphemes ‘b d g’ correspond phonetically to stops and approximants (e....

While considerable dialectal variation exists, almost all varieties of Spanish exhibit some sort of alternation in terms of the palatal obstruent segments. Typically, the palatal affricate [ɟʝ] tends to occur in word onset following a pause and in specific linear phonotactic environments. The palatal fricative [ʝ] tends to occur in syllable onset i...

In this commentary I provide a brief overview of selected research areas and methodology used to study adult L2 phonology and phonetics. I focus the discussion on studies that include Spanish as either the first or target language.

We use a cross-modal masked priming paradigm to investigate a) whether orthography is always activated during lexical recognition and b) when activated, whether orthography influences the perception of allophonic variants by adult L2 learners. L1 Spanish and L2 Spanish learners (n=60) were exposed to written Spanish primes with 'b' 'd' or 'g' in in...

In this study we examined the effect of language experience on the production of second language (L2) allophones. We analysed production data of the Spanish stop—approximant alternation (b d g ~ β ð ) from Low Intermediate and High Intermediate level native English/Spanish L2 speakers and five native Mexican Spanish speakers. This allophonic altern...

The identification of stressed syllables by adult second-language (L2) Spanish learners was examined for evidence of influence of an allophonic alternation driven by word position and stress. The Spanish voiced stop-approximant alternation, whereby stops occur in stressed-syllable and word onsets, was utilized. If L2 learners track the distribution...

We examined the identification of stressed syllables by adult L2 Spanish learners to see if it is influenced by an allophonic alternation driven by word position and stress. We utilized the Spanish voiced stop-approximant alternation, where stops occur in word onsets and stressed-syllable onsets. If L2 learners track the distribution of this altern...