Paper presented virtually at the 13th International Symposium on Bilingualism (ISB), Warsaw, Poland. [PDF]

This study investigates preposition stranding (p-stranding) in heritage speakers of Spanish, focusing on sequential and simultaneous bilinguals, and includes an analysis of code-switching contexts. The results show that sequential bilinguals accept p-stranding only in English and in Spanish-to-English code-switching, while simultaneous bilinguals accept it in both languages but prefer English. These findings provide further evidence of distinct grammatical patterns between heritage speaker groups with regard to p-stranding.

Co-authored paper presented at the American Association of Teachers of Spanish & Portuguese (AATSP) Annual Conference, Atlanta, Georgia. [PDF]

This study explores beliefs about second language (L2) writing assessments in basic Spanish language programs at three US universities, focusing on both instructors and students. Using an online Likert-scale and ranked-choice questionnaire, the results show that while there is some misalignment in perceptions of the purpose of L2 writing assignments, both groups broadly agree on using a writing-to-learn approach to develop specific and general linguistic skills. These findings highlight key areas of overlap and divergence in stakeholder perspectives on L2 writing assessments in language programs.