Faculty Publications
Abrams, Zs. I. (2023). Exploring the role of peer collaborative feedback processing and task repetition in task-based L2 writing. In M. Li, & M. Zhang (Eds), L2 Collaborative Writing in Diverse Learning Contexts (pp. 109-129). Philadelphia, PA: John Benjamins – invited chapter
Byrd, D. R., & Abrams, Zs. I. (2022). Applying positive psychology to the L2 classroom: Acknowledging and fostering emotions in L2 writing. Frontiers in Psychology, 13, np.
Abrams, Zs. I. (2022). Special issue: Investigating and re-imagining task complexity in task-based L2 writing. Languages, 7, np.
Abrams, Zs. I. (2020). Intercultural Communication and L2/Lx Pedagogy: From Theory to Practice. New York, NY: Cambridge University Press.
Abrams, Zs. I. (2020). Reconsidering attitude as a relational and negotiated sociocognitive construct. In A. Oskoz & M. Vinagre (Eds.) Understanding Attitude in Intercultural Virtual Communication (pp. 9-29). Bristol, CT: Equinox. – invited chapter
Abrams, Zs. I. (2019). “Interpersonal Communication in Intracultural CMC and Assessment” in Arnold, N., & L. Ducate, (Eds.) Engaging Learners through CALL: From Theory and Research to Informed Practice (pp. 267-308). CALICO Monograph Series 5 (3rd Edition).
Amengual, M.* (forthcoming, 2024). Phonetics of early bilingualism. *Annual Review of Linguistics*, 10.
Birdsong, D. &*Amengual, M*. (forthcoming, 2024). Language dominance effects in the phonetics and phonology of bilingualism. In M. Amengual (Ed.),*The Cambridge Handbook of Bilingual Phonetics and Phonology*.Cambridge: Cambridge University Press.
Amengual, M*. & Simonet, M. (forthcoming, 2024). Phonology and bilingualism [Fonologia i bilingüisme].*Manual de Fonologia Catalana*., Vol. 2, Eds. C. Pons-Moll, F. Torres-Tamarit, & M.M. Vanrell. València, Spain: Tirant lo Blanch.
Simonet, M., Nadeu, M., &*Amengual, M*. (forthcoming, 2024). Articulatory and acoustic characterization of the sounds of Catalan [Caracterització articulatòria i acústica dels sons del català]. *Manual de Fonologia Catalana*., Vol. 1, Eds. C. Pons-Moll, F. Torres-Tamarit, & M.M. Vanrell. València, Spain: Tirant lo Blanch.
Amengual, M*. (2023). Cross-language influences in the acquisition of L2 and L3 Phonology. In I. Elgort, A. Siyanova-Chanturia, and M. Brysbaert (Eds.), *Cross-language Influences in Second Language Acquisition and Processing: Interdisciplinary insights and perspectives. *Amsterdam:John Benjamins.
Mulík, S.,*Amengual, M*., Avecilla, G, & Carrasco-Ortíz, H. (2023). The vowel system of Santiago Mexquititlán Otomi (Hñäñho). *Journal of the International Phonetic Association, 53(2). 383-403.*
Amengual, M*. (2023). The acoustic realization of L2 Spanish phonetic categories and allophonic alternations by English-speaking immigrants. *Proceedings of the 20th International Congress of Phonetic Sciences (ICPhS)*. Prague, Czech Republic.
Mulík, S.,*Amengual, M*., Carrasco-Ortíz, H. (2023). Early exposure to an Indigenous heritage language can facilitate transfer of perceptual abilities into a foreign language. *Proceedings of the 20th International Congress of Phonetic Sciences (ICPhS)*. Prague, Czech Republic.
Mulík, S., Carrasco-Ortíz, H.,*Amengual, M*. (2022). Perceptual categorization of Hñäñho-specific vowel contrasts by Hñäñho heritage speakers in Mexico. *Languages, 7: 73. Special Issue: Heritage Speaker Phonetics and Phonology: Testing models and expanding the range of data.*
Amengual, M*. (2021). The acoustic realization of language-specific phonological categories despite dynamic cross-linguistic influence in bilingual and trilingual speech.*The* *Journal of the Acoustical
Society of America, *149(2), 1271-1284*.*
Mulík, S.,*Amengual, M*., Maldonado, R., & Carrasco-Ortíz, H. (2021). Heritage speakers: a concept applicable to the indigenous people in Mexico?[Hablantes de herencia: ¿una noción aplicable para los indígenas de México?] *Estudios de Lingüística Aplicada, 73, 7-37.*
Carrasco-Ortíz, H.,*Amengual, M*., & Gries, S. Th. (2021). Cross-language effects of phonological and orthographic similarity in cognate word recognition: the role of language dominance. *Linguistic Approaches to Bilingualism, *11(3), 389-417.
Amengual, M*. (2021). Exploring cross-linguistic effects and phonetic interactions in the context of bilingualism: Introducing the Special Issue. *Languages, *6(1), 54, 1-7.
Mulík, S., Corona-Dzul, B.,*Amengual, M*., & Carrasco-Ortíz, H. (2021). Perfil psicolingüístico de los bilingües otomí (hñäñho)-español, migrantes de Santiago Mexquititlán a Santiago de Querétaro, México. *Cuadernos de Lingüística de El Colegio de México*, 8, e154, 1-50.
Rao, R., & *Amengual, M.* (2021). The phonetics and phonology of Spanish as a heritage language [La fonética y fonología del español como lengua de herencia]. In D. Pascual y Cabo & J. Torres (eds.), *Aproximaciones al estudio del e**spañol como lengua de herencia*. (pp. 11-23). London, UK: Routledge.
Bittar, J. (2023). A variationist account of differential object marking as a contact feature in Paraguayan Guarani. In K. Bove & M. Waltermire (Eds.), *Mutual Influence in Situations of Spanish Language Contact in the Americas*.
Routledge. pp. 158–176.
Bittar, J. (2023). Spanish loan verbs in Paraguayan Guaraní: coexistence, replacement, or both? *Studies in Hispanic and Lusophone Linguistics, 16*(2), 305-338.
Vallejos-Yopán, R., & Bittar, J. (2023). Language shift ecologies in the Americas. *Linguistic Approaches to Bilingualism, 13*(1), 117–121.
Donaldson, B. (2022). Connecting language change with second language acquisition. In K. Geeslin (ed.), Routledge Handbook of Second Language Acquisition and Sociolinguistics (pp. 174-185). New York: Routledge.
Destruel, E., & Donaldson, B. (2021). The L2 acquisition of French interrogatives: Pragmatic inferences in clefted wh-questions. Languages, 6(4), 165.
Donaldson, B. (2021). Clause structure and illocutionary force in medieval Gallo-Romance: Clitic position in Old Occitan and early Old French sentential coordination. Probus, 33(1), 1-32.
Hoshi, S., & Yoshimizu, A. (2023). “Promoting translingual, transcultural and intermedial literacies in a content-based Japanese classroom: collaborative subtitling as pedagogy,” in L. Jin & N. Chikamatsu (eds.), *A Transdisciplinary Approach to Chinese and Japanese Language Teaching(TACJ): Pedagogical Collaboration Across Languages, Disciplines,Communities, and Borders*. Routledge, pp. 81-96.
Yoshimizu, A., & Hoshi, S. (2023). “Transmediating race and senses through subtitling in translanguaging classroom,” in S. Sekimoto & C. Brown (eds.), Special Issue: Race and Multimodality,*Multimodality and Society*, *3*(3), 210-233.
Hoshi, S. (2023, forthcoming). Development of L2 interactional resource in concept-based pragmatics instruction: Use of Japanese interactional particle*ne* in assessment activity. *Japanese Languages and Literatures.*
Hoshi, S. (2022). Effects of classroom instruction on the development of L2 interactional resource for joint stance taking: Use of Japanese interactional particle*yo* in spontaneous conversation. *Applied
Linguistics, **43*(4), 698-724.
Ruvalcaba, C., & Aguilera, M. (2023). A Collaborative Asset Mapping Approach to the Linguistic Landscape: Learning from the community’s Linguistic Capital in an L2 College-Writing Course. In *Spatializing Language Studies: Pedagogical Approaches in the Linguistic Landscape* (pp.151-175). Cham: Springer Nature Switzerland.
Tu, I (forthcoming 2024) The Impact of Technological Resource Allocation on Sustainable Online Teaching in Higher Education: A Post-Covid Reflection, Education and Information Technologies
Tu, I. (2021) Developing Self-Directed Learning Strategies through Creative Writing: Three Case Studies of Snowball Writing Practice in a College Chinese Language Classroom. Thinking Skills and Creativity, https://doi.org/10.1016/j.tsc.
Otwinowska, A., Bergroth, M., & Zyzik, E. (2023). Supporting multilingual learners in educational contexts: Lessons from Poland, Finland, and California. In Practice and Policy for Multilingual Educational Settings (pp. 147-172).
Zyzik, E. & Marqués Pascual, L. (2023). Do you really know this word? Dimensions of vocabulary knowledge in Spanish textbooks. In Current Perspectives in Spanish Lexical Development (pp. 301-326).
