Claudia Fernández, PhD
Clinical Assistant Professor of Spanish and Director of the Spanish Basic Language Program
Hispanic and Italian Studies
|Wednesday||11:00am – 12:00pm||or by appointment|
Claudia Fernández is Clinical Assistant Professor of Spanish and Director of the Spanish Basic Language Program. Her research focuses on how languages are learned in the classroom, in particular task-based language teaching, materials development, and the acquisition of grammar. She very much enjoys teaching Spanish, particularly to beginner students.
Fernández, C. & Berwick, A. (in progress). Materials Development and Use: Theory and Practice.
Corpas, J., García, E., Garmendia, A., Soriano, C., & Fernández, C. (2020). Aula abierta. Pearson-Difusión.
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. (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. (in press). Trials-to-criterion as a methodological option to measure language processing. In M. Leeser, G. Keating & W. Wong (Eds.) Research on input processing and processing instruction: Studies in honor of Bill VanPatten. John Benjamins.
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.
2000-2005 Ph.D., Spanish Linguistics-Second Language Acquisition University of Illinois-Chicago Dissertation: The effects of explicit information on learners’ processing: Evidence from a PI study. Thesis Director: Bill VanPatten