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Kim, H. R., Bowles, M.A., Yan, X., & Chung, S. J. (in press). Examining the comparability between paper- and computer-based versions of an integrated writing placement test. Assessing Writing.
Bowles, M. (in press). Verbal reports in instructed SLA research: Opportunities, challenges, and limitations. In R.P. Leow (Ed.), SLR Handbook of Classroom Learning: Processing and Processes. New York: Routledge.
Bowles, M. (in press). Introspective verbal reports: Think-alouds and stimulated recall. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), The Palgrave Handbook of Applied Linguistics Research Methodology. London: Palgrave.
Bowles, M. (in press). Outcomes of classroom Spanish heritage language instruction: State of the field and an agenda for the future. TheRoutledge Handbook of Spanish as a Heritage/Minority Language, Ed. Kim Potowski. New York: Routledge.
Montrul, S., & Bowles, M. (2017). Instructed heritage language acquisition. In S. Loewen and M. Sato (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 488-502). New York: Routledge.
Bowles, M., & Adams, R.J. 2015. An interaction approach to learner-learner interaction in second and foreign language classrooms. In N. Markee (Ed.) Handbook on Classroom Discourse (pp. 198-212). Boston: Wiley.
Bowles, M.A., & Montrul, S. 2014. Heritage Spanish speakers in university language courses: A decade of difference. ADFL Bulletin, 43(1):112-122.
Bowles, M.A., Adams, R.J., & Toth, P.D. 2014. A comparison of L2-L2 and L2-HL interactions in Spanish language classrooms. The Modern Language Journal, 98(2): 497-517.
[Nominated for the ACTFL-NFMLTA/MLJ Paul Pimsleur Award for Research in Foreign Language Education]
Christianson, K. (2017). Psycholinguistics. In M. Aronoff & J. Rees-Miller (Eds.), The Handbook of Linguistics (2nd Edition), pp. 345-370. Boston: Wiley-Blackwell.
Christianson, K. (2016). When language comprehension goes wrong for the right reasons: Good Enough, underspecified, or shallow language processing. Quarterly Journal of Experimental Psychology, 69, 817-828.
Christianson, K., Luke, S. G., Hussey, E. K. & Wochna, K. (2017). Why reread? Evidence from garden-path and local coherence structures. Quarterly Journal of Experimental Psychology, 70, 1380-1405.
Christianson, K., Zhou, P., Palmer, C., & Raizen, A. (2017). Effects of Context and Individual Differences on the Processing of Taboo Words. Acta Psychologica, 178, 73-86.
Den Ouden, D. B., Dickey, M. W., Anderson, C., & Christianson, K. (2016). Neural correlates of early-closure garden-path processing: Effects of prosody and plausibility. Quarterly Journal of Experimental Psychology, 69, 926-949.
Ferreira, F. & Christianson, K. (2016). Is Now-or-Never Language Processing Good Enough? Behavioral and Brain Sciences, 39, e72.
Hussey, E.K., Christianson, K., Treiman, D.M., Smith, K.A., & Steinmetz, P. N. (2017, Aug. 23 publication). Single neuron recordings of bilinguals performing in a continuous recognition memory task. PLoS One, https://doi.org/10.1371/journal.pone.0181850
Kim, J-H. & Christianson, K. (2017). Working memory effects on the L1 and L2 processing of ambiguous relative clauses by Korean L2 learners of English. Second Language Research, 33, 365-388.
Kim, S-A., Packard, J., Christianson, K., Anderson, R.C., & Shin, J-A. (2016). Orthographic Consistency and Individual Learner Differences in Second Language Character Learning and Reading. Reading & Writing, 29, 1409-1434.
Li, Q., Huang, Z., & Christianson, K. (2017). Ambiguity Tolerance and Advertising Effectiveness. Annals of Tourism Research, 63, 216-222.
Li, Q., Huang, Z., & Christianson, K. (2016). Visual attention toward tourism photographs with text: An eye-tracking study. Tourism Management, 54, 243-258.
Luke, S. G. & Christianson, K. (2018, in press). The Provo Corpus: A Large Eye-Tracking Corpus with Predictability Norms. Behavior Research Methods.
Luke, S.G. & Christianson, K. (2016). Limits on lexical prediction during reading. Cognitive Psychology, 88, 22-60.
Qian, Z., Garnsey, S., & Christianson, K. (2018) A comparison of online and offline measures of good-enough processing in garden-path sentences. Language, Cognition, & Neuroscience, 33, 227-254.
Stites, M. C., Federmeier, K. D., & Christianson, K. (2016). Do morphemes matter when reading compound words with transposed letters? Evidence from eye-tracking. Language, Cognition, and Neuroscience, 31, 1299-1319.
Stoops, A. & Christianson, K. (2017). Parafoveal processing of inflectional morphology on Russian nouns. Journal of Cognitive Psychology, 29, 653-669.
Zhou, P. & Christianson, K. (2016). I "hear" what you're "saying": Auditory perceptual simulation during silent reading. Quarterly Journal of Experimental Psychology, 69, 972-995.
Zhou, P. & Christianson, K. (2016). Auditory Perceptual Simulation (APS): Simulating speech rate or accent? Acta Psychologica, 168, 85-90.
Liv Thorstensson Davila
Dávila, L.T. (2018). Multilingualism and identity: Articulating “African-ness” in an American high school. Race, Ethnicity and Education. Available: http://www.tandfonline.com/eprint/T3aCqPAXtynIRe8gjyDI/full
Dávila, L.T. (2017). Heritage language learning in a multilingual Swedish school. Journal of Language, Identity and Education, 16(6), 395-407.
Dávila, L.T., Kolano, L.Q. & Coffey, H. (2017). Negotiating co-teaching identities in multilingual high school classrooms. National Association of Bilingual Education Journal of Research and Practice, 8(1), 28-43. Available:http://www.xcdsystem.com/nabe/files/NJRP%20FINAL%202017%20PDF.pdf
Dávila, L.T. (2017). Integration in isolation: Newly arrived immigrant youth in Sweden negotiate identity, language & literacy. System Journal. Available: http://dx.doi.org/10.1016/j.system.2017.04.001
Dávila, L.T. (2016). The pivotal and peripheral roles of bilingual classroom assistants at one Swedish elementary school. International Journal of Bilingual Education and Bilingualism. Available: http://www.tandfonline.com/doi/pdf/10.1080/13670050.2016.1224224?needAccess=true
Georgia (Joey) Garcia
García, G. E., & Willis, A. I. (2015). Frameworks for promoting multicultural literacies: Moving toward educational justice. In P. A. Schmidt, & A. M. Lazar (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism (second ed., pp. 3-38). Charlotte, NC: Information Age Publishing.
Noteborn, G. C. M., & García, G. E. (2015). Turning MOOCs around: Increasing undergraduate academic performance by reducing test-anxiety in a flipped classroom. In S. Y. Tettegah & M. P. McCreery (Eds.), Emotions, technology, and learning (pp. 3-34). San Diego: Elsevier.
Stahl, K. A. D., & García, G. E. (2015). Developing reading comprehension: Effective instruction for all students in preK-2, essential library of preK-2 literacy series (Sharon Walpole & Michael McKenna, series editors), NY: Guilford Press.
García, G. E., & DeNicolo, C. P. (2016). Improving the language and literacy assessment of emergent bilinguals. In L. Helman (Ed.), Literacy development with English learners: Research based instruction in grades k-6 (2nd ed., pp. 78-108). New York, NY: Guilford.
García, G. E, & Godina, H. (2017). A window into bilingual reading: The bilingual reading practices of fourth-grade, Mexican-American children who are emergent bilinguals. Journal of Literacy Research, 49(2), 273-301.
López-Velásquez, A. M., & García, G. E. (2017). The bilingual reading practices and performance of two Hispanic first-graders. Bilingual Research Journal, 40(3), 246-261.
Stahl, K. A. D. & García, G. E. (2017). Using assessments to map and evaluate the comprehension development of young children. In S. Israel (Ed.), Handbook of research on reading comprehension (2nd ed., pp. 2441-270). New York: NY: Guilford.
García, G. E., & Lang, M. G. (in press). The link between standards and dual language teachers’ Spanish literacy instruction and use of formative assessments. Bilingual Research Journal, 34 ms. pages.
López, A., & García G. E. (in preparation). Connecting large-scale English language proficiency assessments with classroom practices. In M-Y Wolf (Ed.), Large-scale English language proficiency assessments. Princeton, NJ: Educational Testing Service.
Ionin, T., Grolla, E., & Santos, H. (In press). Remarks: Another look at the acceptability of bare singular NPs in episodic sentences in Brazilian Portuguese. Syntax.
Ionin, T. & Matushansky, O. (In press). Cardinals: The syntax and semantics of cardinal-containing expressions. Linguistic Inquiry Monograph Series. Cambridge, MA: MIT Press.
Ionin, T. (2018, in press). Advanced-level Semantics. In P. Malovrh and A. Benati (Eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 442-460). London: Wiley-Blackwell.
Ionin, T. & Luchkina. T. (2018, in press). Focus on Russian scope: An experimental investigation of the relationship between quantifier scope, prosody, and information structure. Linguistic Inquiry, 49(4).
Choi, S., Ionin, T., & Zhu, Y. (2018). L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English. Second Language Research, 34(2), 147-177.
Ionin, T. & Radeva-Bork, T. (2018). State of the art of first language acquisition research on Slavic languages. Journal of Slavic Linguistics, 25(2), 337-366.
Ionin, T. & Luchkina, T. (2017). The one kitten who was stroked by every girl: revisiting scope and scrambling in Russian. In C. Halpert, H. Kotek and C. van Urk (Eds.), A Pesky Set: Papers for David Pesetsky. Cambridge, MA: MIT Working Papers in Linguistics.
Ionin, T., Grolla, E., Santos, H., & Montrul, S. (2015). Interpretation of NPs in generic and existential contexts in L3 Brazilian Portuguese. Linguistic Approaches to Bilingualism, 5, 215-251.
Ionin, T. 2015. Certain properties of certain indefinites: An experimental perspective. In L. Alonso-Ovalle and P. Menendez-Benito (Eds.), Epistemic Indefinites (pp. 183-210). Oxford: Oxford University Press.
Jegerski, J. (In press). Sentence processing in Spanish as a heritage language: Relative clause attachment in early bilinguals. Language Learning.
Packard, J.L. (2016). Lexical Word Formation. In Huang, C. and Shi, D. (Eds.). The Cambridge Grammar of the Chinese Language. Cambridge, UK: Cambridge University Press.
Kim, S., Packard, J.L., Christianson, K., Anderson, R.C. and Shin, J. (2016). Orthographic Consistency and Individual Learner Differences in Second Language Literacy Acquisition. Reading and Writing. DOI 10.1007/s11145-016-9643-y.
Packard, J.L. (2016). Chinese Morphology. In Chan, Sin-wai (Ed.). The Routledge Encyclopedia of theChinese Language. Routledge.
Packard, J.L. (2016). Chinese Psycholinguistics. In Chan, Sin-wai (Ed.). The Routledge Encyclopedia of the Chinese Language. Routledge.
Packard, J.L. (2018). Mnemonics in the Chinese L2 Lexicon. Taiwan Journal of Chinese as a Second Language 14.1.
Packard, J.L. (to appear). Chinese Morphology. In Katamba, F. (Ed.). The Routledge Handbook of Morphology.
Yun, Y. and Packard, J.L. (to appear). Syntactic Ambiguity Resolution in Native and Nonnative Speakers of Chinese. To appear in G. Martohardjono and S. Flynn (eds), Language in Development: A cross-linguistic perspective. Cambridge, Mass.: MIT Press.