julietafernandez

Home Department: Spanish and Portuguese

SLAT Areas of Specialization: Instructional Dimensions of L2 Learning, Sociocultural Dimensions of L2 Learning, Technology in Second Language Teaching Minor/Certificate

Julieta Fernández (Ph.D., Applied Linguistics, Penn State University) is Associate Professor in the Spanish & Portuguese Department. She is also a faculty member in the interdisciplinary Ph.D. program in Second Language Acquisition and Teaching (SLAT), and a member of the Technology Enhanced Language Learning (TELL) cluster at the University of Arizona. Her research focuses on L2 pragmatics; language learning in study abroad; corpus-based discourse analysis; qualitative interviews; and second language learning and pedagogy. 

Graduate courses taught: 

• Foreign Language Teaching and Methodology (SPAN  581A)
• Seminar in Hispanic Linguistics (SPAN 696D)

Publications:

1. Fernández, J. (accepted). Guillermo Rojo. Introducción a la lingüística de corpus en español. New York: Routledge, April 5, 2021. [404 pages] [ISBN 9780367635848]. Hispania.
2. McGregor, J., & Fernández, J. (In press). A critical appraisal of research interviews as a qualitative method of data generation in study abroad research. In J. McGregor & J. L. Plews (Eds.). Designing Second Language Study Abroad Research: Critical Reflections on Methods and Data. New York: Palgrave Macmillan.
3. Fernández, J. (2022). Corpus linguistics in L2 pragmatics research. Applied Pragmatics. DOI: https://doi.org/10.1075/ap.00008.fer
4. Fernández, J., McGregor J., & Yuldashev, A. (2021). Discursive enactment of agency in study abroad interviews. Modern Language Journal, 105(4), 877-896.  
5. Fernández, J., & Davis, T.  (2021). Overview of available learner corpora. In N. Tracy-Ventura & M. Paquot (Eds.), The Routledge handbook of second language acquisition and corpora (pp. 145-157). New York: Routledge. 
6. Fernández, J., & Staples, S. (2021). Pragmatic approaches. In N. Tracy-Ventura & M. Paquot (Eds.), The Routledge handbook of second language acquisition and corpora (pp. 240-251). New York: Routledge. 
7. Rockey, C., Tiegs, J., & Fernández, J. (2020). Mobile application use in technology-enhanced DCTs. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 37(1), 85-108.
8. Gabrielsen, N., & Fernández, J. (2020). Equal access to the United States legal system for multilingual users of English. TESOL Journal, 11(1), 1-5.  
9. McGregor, J., & Fernández, J. (2019). Theorizing qualitative interviews: Two autoethnographic reconstructions. Modern Language Journal, 103(1), 227-247. 
10. Staples, S., & Fernández, J. (2019). Corpus linguistics approaches to L2 pragmatics research. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 241-254). New York, NY: Routledge.
11. Fernández, J. (2018). “I think I sound stupid if I try to use those words”: The role of metapragmatic awareness in the study abroad language classroom. Foreign Language Annals, 51(2), 430-454. 
12. Fernández, J. (2017). The language functions of tipo in Argentine vernacular. Journal of Pragmatics, 114, 87-103.
13. Asención Delaney, Y., & Fernández, J. (2016). Spanish speech acts. In Chapelle, C. A (Ed.). The encyclopedia of applied linguistics. Malden, MA: Wiley-Blackwell. DOI: 10.1002/9781405198431.wbeal1483 
14. Fernández, J., & Gates Tapia, A. N. (2016). An appraisal of the language contact profile as a tool to research local engagement in study abroad. Study Abroad Research in Second Language Acquisition and International Education, 1(2), 248-276. 
15. Fernández, J. (2016). Authenticating language choices: Out-of-class interactions in study abroad. In R. A. van Compernolle & J. McGregor (Eds.), Authenticity, language and interaction in second language contexts (pp. 131-150). Bristol: Multilingual Matters.
16. Gale, H., & Fernández, J. (2016). Should we be teaching taboo language in the ESL classroom? ALIS Newsletter.
17. Fernández, J., & Yuldashev, A. (2015). Using a corpus-informed pedagogical intervention to develop awareness toward appropriate lexicogrammatical choices. L2 Journal, 7(4), 91-107.
18. Fernández, J. (2015). General extender use in spoken peninsular Spanish: Metapragmatic awareness and pedagogical implications. Journal of Spanish Language Teaching, 2(1), 1-17.
19. Fernández, J., Gates Tapia, A. N., & Lu, X. (2014). Oral proficiency and pragmatic marker use in L2 spoken Spanish: The case of pues and bueno. Journal of Pragmatics, 74, 150-164.
20. Fernández, J. (2013). A corpus-based study of vague language use by learners of Spanish in a study abroad context. In C. Kinginger. (Ed.), Social and cultural aspects of language learning in study abroad (pp. 299-332). Amsterdam: John Benjamins.
21. Yuldashev, A., Fernández, J., & Thorne, S. L. (2013). Second language learners' contiguous and discontiguous multi-word unit use over time. Modern Language Journal, 97(1), 31-45.
22. Fernández, J., & Yuldashev, A. (2011). Variation in the use of general extenders and stuff in instant messaging interactions. Journal of Pragmatics, 23, 2610-2626.