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Introduction
I am an Assistant Professor of Spanish at the University of Texas at San Antonio. My research focuses on child language acquisition of Spanish grammar in monolingual and bilingual contexts.
Current institution
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July 2010 - July 2015
Publications
Publications (42)
This volume connects the latest research on language acquisition across the lifespan with the explanation of language change in specific sociohistorical settings. This conversation benefits from recent advances in two areas: on the one hand, the study of how learners of various ages and in various sociolinguistic contexts acquire language variation...
This paper examines how children acquire Spanish variable clitic placement (VCP), a lexically conditioned phenomenon whereby clitics may precede or follow complex verb phrases. Research on how children acquire truly syntactic variable phenomena suggests that they either generalize one variant initially or they match the variation in the input from...
This exploratory study addresses variation along the animacy scale in the bilingual first language acquisition of Spanish Differential Object Marking (DOM). Through the analysis of elicited narratives by child heritage speakers (HSs) and monolingual children, we report evidence that both groups distinguishbetween human and nonhuman animate direct o...
This exploratory study addresses variation along the animacy scale in the bilingual first language acquisition of Spanish Differential Object Marking (DOM). Through the analysis of elicited narratives by child heritage speakers (HSs) and monolingual children, we report evidence that both groups distinguish between human and nonhuman animate direct...
This paper provides a report of classroom experiences that provide insight into the use of a picturebook to raise students’ environmental awareness in an ELT primary context in Argentina. It describes how a picturebook can help build reading comprehension in a second language and foster learning across the curriculum mediated by literature. First,...
The Spanish subjunctive mood (SUBJ) is said to be highly vulnerable in heritage language (HL) acquisition.However, there is little controlled research on heritage-speaking children acquiring the various SpanishSUBJ contexts, so we do not have a clear picture of when, how, or why heritage speakers (HSs) developin the SUBJ as they do. This study test...
Naturalistic production research has reported that, unlike monolingual peers, children acquiring Spanish as a heritage language omit Differential Object Marking (DOM) with animate objects since the earliest stages of language development. However, the previous studies investigating longitudinal monolingual and bilingual corpora cannot be compared t...
Naturalistic production research has reported that, unlike monolingual peers, children acquiring Spanish as a heritage language omit Differential Object Marking (DOM) with animate objects since the earliest stages of language development. However, the previous studies looking at longitudinal monolingual and bilingual corpora cannot be compared to e...
Spanish-English bilingual children omit Differential Object Marking (DOM) with animate direct objects (DOs) and exhibit protracted development of the constraints on DOM. But not all animate DOs are the same with respect to Spanish DOM. While DOM is required with human DOs, it is variable with non-human animate DOs in particular contexts. This study...
The current study investigates cross-linguistic influence of second language (L2) learning on native language (L1) processing of morphosyntactic variation in proficient L2 learners immersed in their L1. Despite Spanish pre-and postverbal clitic pronoun positions being grammatical in complex verb phrases, preferences of use have been well attested i...
Aims and objectives/purpose/research questions:
This study examined whether school-aged second-generation heritage speakers exhibit knowledge of the semantic and pragmatic constraints on Spanish copula selection with adjectives, and whether experiential factors affect copula interpretation.
Design/methodology/approach:
Following a between-subjects...
![Figure 4. Sub-units of the [tengo que] 'have to' construction.](profile/Pablo-Requena/publication/344205014/figure/fig1/AS:934553971597312@1599826438145/Sub-units-of-the-tengo-que-have-to-construction_Q320.jpg)
This study provides a usage-based analysis of Spanish Variable Clitic Placement (VCP). A variationist analysis of VCP in spoken Argentine Spanish indicates that VCP grammar is constrained by lexical (finite verb) and semantic (animacy) factors. Considering the finite effect, the study focuses on usage-based accounts for the gradience attested acros...
Previous comprehension studies using Picture Matching Tasks (PMT) have shown that, by the age of four, Spanish-speaking children have acquired the semantics of estar being able to calculate the implicature that a property introduced with estar does not hold independent of time as well as displaying some ability to integrate discourse information ab...
This study is about Spanish Differential Object Marking in naturalistic production during the earliest stages in BFLA. It shows that children who spend the first years of age (-3;0) in a home environment where Spanish is the language of communication, even if other languages are spoken in the community or by the parents in other situations (e.g., i...
Previous research indicates that the development of mood selection in Spanish spans over several years and ends in the mastery of mood selection with sentential complements to express complex semantic meanings. The present study investigates this under-explored late stage by examining how Spanish-speaking children acquire adult-like mood selection...
La comprensión del significado oracional depende en gran parte de la facilidad con que los hablantes asignan roles temáticos (como Agente o Paciente) a los sintagmas nominales. Este procedimiento es particularmente útil paracomprender cláusulas subordinadas de relativo, ya que al procesarlas los hablantes deben discernir si se trata de relativas co...
Only two studies have addressed whether Spanish-English simultaneous bilingualism may impact Spanish variable clitic placement (VCP) preferences in children. Those studies consisted of (a) a corpus study in a well-established bilingual context (Shin et al. 2017) and (b) an experimental study in a smaller bilingual community (Pérez-Leroux et al. 201...
This study examines how faithfully second language (L2) Spanish textbooks for the represent the variability found in natural language use with regard to variable clitic placement (VCP). We offer a corpus study of VCP in the language used throughout nine Spanish L2 textbooks, which constitute all the available textbooks designed to teach Rioplatense...
This study examines how faithfully second language (L2) Spanish textbooks represent the variability found in natural language use with regard to variable clitic placement (VCP). We offer a corpus study of VCP in the language used throughout nine Spanish L2 textbooks, which constitute all the available textbooks designed to teach Rioplatense Spanish...
Factores que influyen en la comprensión de las cláusulas subordinadas de relativo en español: estudio exploratorio Factors that influence the comprehension of Spanish relative clauses: exploratory study
This study addresses whether monolingual and bilingual Spanish-speaking children differ in their acquisition of grammar by examining direct object clitic placement in children’s narratives. Specifically, we analyze contexts where either proclisis or enclisis is possible (Lo voy a ver ~ Voy a verlo). Corpus studies of adult monolingual Spanish show...
If bilingual syntactic representations are shared and jointly influenced by language experience (Dijkstra and van Heuven, 2002; Schwartz et al., 2007; Gullifer et al., 2013; van Assche et al., 2009), then bilingual experience should facilitate processing of shared structures. More specifically, Spanish-English bilinguals should show facilitation re...
This study addresses whether monolingual and bilingual Spanish-speaking children differ in their acquisition of grammar by examining direct object clitic placement in children's narratives. Specifically, we analyze contexts where either proclisis or enclisis is possible (Lo voy a ver ~ Voy a verlo). Corpus studies of adult monolingual Spanish show...
Previous research suggests that children’s behavior with respect to the interpretation of the Spanish copulas ser and estar may differ depending on their knowledge of the world and whether the copulas occur with real adjectives or novel adjectives in the experimental prompt: Whereas 5-year-old children associate estar + real adjective combinations...
This study examines the comprehension of the Spanish copulas ser and estar by Puerto Rican children between the ages of 4;0-7;0 (M = 5;8). Fifty-two Spanish-speaking children (20 boys and 32 girls) were presented with a picture matching task that included known cartoon characters. After having heard and seen a story, children had to decide which ch...
Un método para obtener la pre-activación de la forma fonológica del nombre de un objeto consiste en preceder la presentación del objeto por la palabra correspondiente a su nombre, lo que se conoce como Efecto de Repetición. Previas investigaciones (Ferrand, Grainger & Segui, 1994; Ferrand, Segui & Grainger, 1995) demostraron un efecto de priming de...
El diario de reflexión producido de manera virtual constituye una herramienta efectiva para fomentar el pensamiento crítico y registrar las creencias, representaciones y saberes de los docentes en formación. Sin embargo, en la literatura no abundan estudios de reflexión docente que analicen su contenido desde una perspectiva sistémico-funcional (Ha...
El diario de reflexión producido de manera virtual constituye una herramienta efectiva para fomentar el pensamiento crítico y registrar las creencias, representaciones y saberes de los docentes en formación. Sin embargo, en la literatura no abundan estudios de reflexión docente que analicen su contenido desde una perspectiva sistémico-funcional (Ha...
The purpose of this study is to identify factors that influence speakers’ choice of Verb-Subject (VS) word order in the spoken Spanish of Buenos Aires. Specifically, we examine 3rd person (singular and plural) finite clauses whose subject is a full noun phrase (NP). In Spanish, subjects can occur preor post-verbally. In the present study, we show t...
Los trayectos de formación pedagógico-didáctica tienen por objetivo que los futuros docentes desarrollen diferentes habilidades y competencias inherentes a la enseñanza. En consecuencia, resulta de fundamental importancia promover procesos de pensamiento reflexivo. El diario virtual constituye una herramienta efectiva que fomenta la reflexión críti...
El libro de texto para la enseñanza de lenguas extranjeras (E/LE en este
caso) ocupa un lugar predominante en los procesos de organización y
selección de los contenidos que serán enseñados en el contexto del aula. Su
especificidad radica en que, a diferencia de otros libros, el manual de E/LE es
concebido como herramienta de uso en el aula, tanto p...
El objetivo de este artículo es presentar los resultados parciales de una investigación sobre las creencias y los pensamientos que subyacen en las acciones docentes de profesores de español y de inglés como lengua extranjera (LE). Este estudio se realiza en la Facultad de Lenguas, Universidad Nacional de Córdoba con el aval de SeCyT. Se dará cuenta...
El objetivo de este trabajo es comunicar resultados parciales sobre las posibles inconsistencias entre las acciones docentes de profesores de inglés como lengua extranjera registradas por observadores
externos y las creencias, representaciones y saberes (CRS) manifestados por los mismos docentes. Se informará acerca de las representaciones docentes...
En las últimas décadas se han realizado numerosos estudios sobre las prácticas áulicas y su relación con las creencias y pensamientos docentes. El interés está especialmente enfocado en los pensamientos subyacentes en la toma de decisiones y en la concepción de la enseñanza. Se ha demostrado que los conocimientos, creencias y pensamientos juegan un...
RESUMEN: El objetivo de este proyecto de investigación es la comprensión e interpretación de las acciones docentes en el aula con el fin de establecer de qué manera una acción docente se vincula con el conocimiento de ese docente. El estudio consistió en una exploración cualitativa de las creencias y los pensamientos que subyacen en las acciones áu...
Este proyecto se lleva a cabo en el marco del Programa de Becas de Extensión de la Universidad Nacional de Córdoba (Resol. HCS 643), es decir que con el aporte del conocimiento producido por la investigación se trata de resolver una problemática social. La inquietud para la realización de este trabajo de diseño y elaboración de material didáctico p...
