Research

Strawbridge, T., Fernández, J., & Shively, R. (forthcoming). Studying abroad in Spanish-speaking contexts / Programas de estudios en el extranjero en contextos hispanohablantes. Journal of Spanish Language Teaching, 12(2). 

Fernández, J. & Shively, R. (forthcoming). Methodologies in Spanish language study abroad research/ Metodologías para investigar el aprendizaje de español en el extranjero. Journal of Spanish Language Teaching. 

Brown, D., Fernández, J., & Huensch, A. (2023). The role of pragmatic markers in perceptions of L2 fluency in dialogue. System, 119.   https://doi.org/10.1016/j.system.2023.103157 

Fernández, J. (2022). Corpus linguistics in L2 pragmatics research. Applied Pragmatics, 4(2), 178–198. 

Fernández, J., McGregor J., Yuldashev, A. (2021). Discursive enactment of agency in study abroad interviews. Modern Language Journal, 105(4), 877-896.

Rockey, C., Tiegs, J., & Fernández, J. (2020). Mobile application use in technology enhanced DCTs. CALICO Journal, 37(1), 85–108.

Gabrielsen, N., & Fernández, J. (2020). Equal access to the United States legal system for multilingual users of English. TESOL Journal, 11(1), 1–5. 

McGregor, J., & Fernández, J. (2019). Theorizing qualitative interviews: Two autoethnographic reconstructions. Modern Language Journal, 103(1), 227–247. 

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. 

Fernández, J. (2017). The language functions of tipo in Argentine vernacular. Journal of Pragmatics, 114, 87–103.

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. 

Fernández, J., & Yuldashev, A. (2015). Using a corpus-informed pedagogical intervention to develop awareness toward appropriate lexicogrammatical choices. L2 Journal, 7(4), 91–107.

Fernández, J. (2015). General extender use in spoken peninsular Spanish: Metapragmatic awareness and pedagogical implications. Journal of Spanish Language Teaching, 2(1), 1–17.

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.

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.

Fernández, J., & Yuldashev, A. (2011). Variation in the use of general extenders and stuff in instant messaging interactions. Journal of Pragmatics, 23, 2610–2626. 

Fernández, J.  (2023). Pragmatics in learner corpora. In C.A. Chapelle, N. Taguchi & D. Kadar (Eds.), The Encyclopedia of applied linguistics, second edition: Pragmatics (pp. 1–6). Wiley-Blackwell.  https://doi.org/10.1002/9781405198431.wbeal0936.pub2

McGregor, J. & Fernández, J. (2022) 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 (pp. 113-131). Palgrave Macmillan.

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). Routledge. 

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). Routledge.

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). Routledge.

Asención Delaney, Y., & Fernández, J. (2016). Spanish speech acts. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–8). Wiley-Blackwell. DOI: 10.1002/9781405198431.wbeal1483 

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). Multilingual Matters.

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). John Benjamins.

The Introduction to Contemporary Topics in Applied Linguistics for Language Educators  (editor, with Dr. Chantelle Warner, German Studies, UA)

A linguistically responsive Teaching Assistant (TA) training model (co-PI with Shelley Staples and Chris Tardy): Publications for this project will result from the development and implementation of a 7-week training program for teaching assistants in the Spanish & Portuguese and English Writing Programs. 

Spanish Learner Corpus: This project contributes to the MACAWs corpus (The Multilingual Academic Corpus of Assignments - Writing and Speech). 

Qualitative Interviewer Talk: This project seeks to contribute to research interviews for qualitative analysis as a method for data generation in applied linguistics. It consists of a rich description of linguistic and discourse structures that are recurrent in experienced interviewer discourse and the functions for which they are used within semi-structured interviews.

(2025) PI (with Dr. Tania Leal). Conference: Theorizing methods in linguistics (funded), $84,694 from the National Science Foundation (NSF). 

(2024) Co-PI (with Drs. Shelley Staples & Christine Tardy). A Linguistically Responsive TA Training Model (funded), $100,000 from the Center for University Education Scholarship (CUES), Spanning Boundaries Challenge on Teaching & Learning  Assistants. University of Arizona. 

 (2024) Co-PI (with Dr. Shelley Staples). Learner Corpus Research Group (funded), $4,500. Seed Grant from Vertically Integrated Projects (VIP). University of Arizona. 

(2022) Co-Investigator (with Dr. Chantelle Warner). Pushing the boundaries: An open-access resource book for an introduction to Applied Linguistics (funded), $30,626 (Total Award $699,650) from the Center for Educational Resources in Culture, Language, and Literacy (CERCLL). Title VI Language Resource Center Grant.  

(2019) PI (with Dr. Janice McGregor). Discourses of access to study abroad (funded), a $2,959.90 CERCLL Faculty Research Fellowship from the Center for Educational Resources in Culture, Language, and Literacy (CERCLL), The University of Arizona.