Claudia R. Fernández, PhD
Clinical Assistant Professor of Spanish and Director of the Spanish Basic Language Program
Hispanic and Italian Studies
I deeply enjoy teaching Spanish at beginner and intermediate levels to university students. I am very interested in how languages are learned, especially in the context of the classroom, and how instructors can best facilitate second language development. My area of interest is Instructed Second Language Acquisition and, in particular, the acquisition of grammar, materials & curriculum design, task-based language teaching, intercultural competence, and computer-assisted language learning. I feel very fortunate to be in a position where I have the opportunity to make a positive impact on the Spanish learning of a great number of students from greatly diverse backgrounds, where I can train current and future Spanish instructors, and where I can advocate for better teaching materials and socially progressive curricula for learners of Spanish. I have taught English in Mexico and Spanish at different higher learning institutions in the U.S. such as DePaul University and Knox College. I want to learn French, and I love Mexican food, traveling, and spending time with my husband and our Chihuahua dog, Benito.
Fernández, C. (2016). Input destacado y la adquisición de la gramática (Input enhancement and the acquisition of grammar). Editorial Arco/Libros, S.L., Spain.
Articles in Refereed Journals
Fernández, C. (2016). Effectively addressing forces that resist positive changes to improve language learning. The Language Educator, 11, 50-52.
Fernández, C. (2013). Técnicas de enseñanza basadas en input para la adquisición de la gramática en la sala de clase (Input-based techniques for the acquisition of grammar in the L2 classroom). Revista Nebrija de Lingüística Aplicada, 13, Número especial-Actas del Congreso, 1-17.
Fernández, C. (2011). Approaches to Grammar Instruction in Teaching Materials: A study in Current L2 Beginning-level Spanish Textbooks. Hispania, 94, 155-170.
Fernández, C. (2008). Re-examining the role of explicit information in processing instruction. Studies in Second Language Acquisition, 30, 277-305.
Refereed Book Chapters
Fernández, C. (2011). Four L2 Learning Objectives to Guide Podcast Design. In Facer, B. R. & M’hammed, A. (Eds.), Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes (pp. 21-36). Hershey, PA: IGI Global.
Fernández, C. (2008). Persistence in foreign language study: An investigation on learners’ beliefs. In J. Siskin (Ed.). AAUSC 2007 Volume From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program (pp.135-154). Boston: Thompson Heinle.
Williams, J. & Fernández, C. (2005). The role of interaction in input enhancement. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in Second Language Education (pp.107-127). Stillwater, OK: New Forums Press.
VanPatten, B. & Fernández, C. (2003). The long-term effects of processing instruction. In B. VanPatten (Ed.), Processing instruction: Theory, research and commentary (pp. 273-289). Mahwah, NJ: Erlbaum.
Grammar acquisition activities for the online ancillary materials for Juntos, Cengage Learning (2016). Co-written with Timothy Gaster
Integrated Performance Assessment (IPA) tasks for Exploraciones, 2e, Cengage Learning (2015). Co-written with Timothy Gaster
Spanish podcasts on demand (2011). Available through iTunes
PhD Second Language Acquisition, University of Illinois at Chicago