Julieta Fernández is Assistant Professor of Spanish Linguistics and an affiliated faculty member in the interdisciplinary Ph.D. program of Second Language Acquisition and Teaching at the University of Arizona. She is also a member of the Technology Enhanced Language Learning (TELL) cluster. Before coming to the University of Arizona, she was a faculty member in the Applied Linguistics program at Northern Arizona University.
She received her Ph.D. in Applied Linguistics from Pennsylvania State University. Her research focuses on L2 pragmatics; language learning and technology; and second language learning and pedagogy.
Gabrielsen, N., & Fernández, J. (2019). Equal access to the United States legal system for multilingual users of English. TESOL Journal. https://doi.org/10.1002/tesj.469
McGregor, J., & Fernández, J. (2019). Theorizing qualitative interviews: Two autoethnographic reconstructions. Modern Language Journal, 103(1), 227-247.
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). New York, NY: Routledge.
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.
Asención Delaney, Y., & Fernández, J. (2016). Spanish speech acts. In Chapelle, C. A (Ed.). The encyclopedia of applied linguistics. Malden, MA: 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). Bristol: Multilingual Matters.
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.
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). Amsterdam: John Benjamins.
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.