Photo of Fernández, Claudia

Claudia Fernández, PhD

Clinical Assistant Professor of Spanish and Director of the Spanish Basic Language Program

Hispanic and Italian Studies

Pronouns: She/Her/Hers

Contact

Building & Room:

1714 UH

Address:

601 S. Morgan St.

Office Phone:

(312) 996-0491

Courses and Office Hours

Courses and Office Hours - Fall 2019
Sunday
Monday 09:00am – 09:50am Spanish 102
10:00am – 11:00am office hours
Tuesday
Wednesday 09:00am – 09:50am Spanish 102
10:00am – 11:00am office hours
Thursday 03:30pm – 06:00pm LCSL 502
Friday 09:00am – 09:50am Spanish 102
10:00am – 11:00am office hours
Saturday

About

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.

Selected Publications

Edited Book
Fernández, C. & Berwick, A. (in progress). Materials Development and Use: Theory and Practice.

 

Textbook

Corpas, J., García, E., Garmendia, A., Soriano, C., & Fernández, C. (2020). Aula abierta. Pearson-Difusión.

 

Book

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. (to appear). Trials-to-criterion as a methodological option to measure language processing. 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.

Education

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