Raquel Fernández Fuertes
Biographic Data
| ID | 1497965 |
|---|---|
| NAME | Raquel Fernández Fuertes |
| GIVEN NAMES | Raquel Fernández |
| FAMILY NAME | Fuertes |
| SIGNATURE | FUERTES R F |
| AFFILIATIONS | Universidad de Valladolid |
| ORCID | 0000-0002-3889-6194 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Spanish Formal Features in the Mind of Bilingual Children in Two Spanish–English Contact Zones
We explore how Spanish gender features are processed by English–Spanish bilingual children from two contact zones (Sotogrande, Spain, and Gibraltar, United Kingdom), divided into two dominance groups. The children come from two schools in which both languages are spoken, while English is the language of instruction. We present offline and online processing data involving linguistic code-switching between subjects and adjectives (Adj) in copulativ…
Child Bilingual Acquisition of Spanish Dative (Non-)clitic Doubling Structures: A Case Study Approach to Home and Community Input Conditions
We investigate the acquisition of dative clitic doubling (CD) and non-clitic doubling (NCD) in Spanish–English child bilinguals who are exposed to Spanish as their first language (L1) (a) in a minority language context (i.e., H(eritage) L(anguage) bilingual children) and (b) in a majority language context (i.e., L1 bilingual children) to address how input and social conditions shape the early bilingual language acquisition stages. These data are …
Interpreting as a natural skill: From family interactions to educational settings
Natural translation or natural interpreting (NI) – performed by bilingual speakers without formal training – has received little attention in bilingualism studies, as it is often unfairly considered a byproduct of linguistic competence development (e.g., Harris, 1980a, 1980b, 2013; Álvarez de la Fuente & Fernández Fuertes, 2015, 2024; Hornáčková Klapicová, 2021; Álvarez de la Fuente et al., 2019). Similarly, the field of translation has largely d…
Activation and local inhibition in the bilingual child’s processing of codeswitching
Codeswitching has been used as a tool to investigate how the properties of the two language systems interact in the bilingual mind with relatively few studies investigating bilingual children. We target two groups of L1-Spanish–L2-English children in Spain to address language activation and language inhibition in the processing of codeswitching between a determiner (DET) and a noun (N). We investigate how the mental representation of the formal f…
Characterizing natural interpreters’ attitudes towards interpreting: The effect of experimental contexts
Bilingual children can perform natural interpreting in two different spontaneous settings, i.e., at home when acquiring their two languages and when practicing language brokering. In both cases, as natural interpreters and as child brokers, bilingual children can act as interpreters between two monolingual adults, although the scenario in which they interpret (domestic versus non-domestic settings, respectively) and the goal (raising children bil…
When teaching works and time helps: Noun modification in L2 English school children
The study focuses on the interaction between length of exposure and instruction in the L2 English acquisition process of L1 Spanish school children. Two target structures involving noun premodification are targeted: noun–noun (NN) compounds and adjective–noun (AN) strings. Four groups of participants have been studied for 3 years: a group that has been exposed to a specifically designed teaching program targeting NN compounds and a group that has…
The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children
Aims and objectives/purpose/research questions: We examine the acquisition of English active and passive monotransitives by English–Spanish bilingual children. These data are compared to English monolinguals from previous studies. We explore whether bi- and monolinguals show similar onset patterns given the shared grammatical properties of actives in the bilinguals’ two languages, and whether they differ in the onset of passives given the grammat…
Alignment of code switching varies with proficiency in second language learning dialogue
The syntactic status of English dative alternation structures in bilingual and in monolingual acquisition data
This study deals with the syntactic (non-)derivational relationship of English dative alternation (DA) –double object constructions (DOCs) and to/for -datives–, as seen in the spontaneous production of English-Spanish bilinguals when compared to English monolinguals. While a chronological progression and a difference in use between the two English DA constructions could suggest a syntactic-derivational relationship between DOCs and to/for -dative…
Bilingual and monolingual children's acquisition of Spanish dative alternation structures: Order of acquisition and adult input effects
This work investigates the acquisition of Spanish dative alternation (DA) in the production of English-Spanish bilingual and Spanish monolingual children. We explore whether a/para-datives and dative clitic doubled (DCLD) structures are syntactically derived from one another or, whether they are different structures. We also examine whether bilinguals follow similar developmental paths to monolinguals in the acquisition of Spanish DA or whether t…
Is explicit instruction effective? The learning of English noun-noun and adjective-noun structures by L1 Spanish school children ( ¿Es efectiva la instrucción explícita? El aprendizaje de las estructu…
The relative order of constituents within determiner phrases (DP) in which the noun is modified by an adjective (AN) has traditionally been taught in English as an L2 subject in the Spanish context. This is not the case for the same type of phrase in which the N-head is modified by another N (NN). This study aims to assess the impact of direct instruction in English NNs as part of the school curriculum. Acceptability judgement data and production…
Bilingual children as interpreters in everyday life: How natural interpreting reinforces minority languages
Children that grow up bilingually often interpret naturally between their two languages. This has been shown to be so in a variety of language pairs, regardless of children’s social and family situations and both within the family context as well as between the family and society (e.g. Álvarez de la Fuente and Fernández Fuertes 2012. “How two English/Spanish Bilingual Children Translate: In Search for Bilingual Competence Through Natural Interpre…
“Which Came First: The Chicken or the Egg?” Ditransitive and Passive Constructions in the English Production of Simultaneous Bilingual English Children
Producción Científica
Languages Will Apply a Double-Blind Review Process
Peer review is an essential part in the publication process, and ensures that Languages maintains high quality standards for its published papers [...]
Translation universals in the oral production of bilingual children
This paper investigates two of the most widely analysed universals in translation research, namely simplification and explicitation. We examine the oral production of bilingual children with different language pairs as available in the CHILDES project (MacWhinney 2000) (i.e. the FerFuLice, Ticio, Deuchar, Vila, Genesee and Pérez-Bazán corpora) as well as in other compilation forms (i.e. Ronjat 1913; Leopold 1939–1949; Swain 1972; Lanza 1988, 1997…
Disfluencies as intra-utterance dialogue moves
Although disfluent speech is pervasive in spoken conversation, disfluencies have received little attention within formal theories of grammar. The majority of work on disfluent language has come from psycholinguistic models of speech production and comprehension and from structural approaches designed to improve performance in speech applications. In this paper, we argue for the inclusion of this phenomenon in the scope of formal grammar, and pres…
Overt subjects and copula omission in the Spanish and the English grammar of English–Spanish bilinguals: On the locus and directionality of interlinguistic influence
The presence of non-adult patterns of omission/production of functional categories has occupied a central place in both monolingual and bilingual child language acquisition research. In bilingual acquisition a central learnability issue has been to determine whether interlinguistic influence would interact with those patterns. In this article, the authors analyse the omission/production of subject pronouns in the developing Spanish grammar and of…
L'agir scolaire entre régulations et incertitudes. Vers une typologie des postures enseignantes de la relation à autrui
L'article décrit la réalité plurielle de l'école contemporaine, où des conceptions successives de l'égalité -égalité formelle, équité, reconnaissance- ne s'annulent pas mais s'articulent, de façon congruente ou contradictoire, dans les postures et les pratiques enseignantes. Il montre les limites et les dilemmes que chacune induit pour les enseignants. L'égalité formelle, liée au modèle politique français de la fin du XIX e siècle, assure des dro…
Copula omission in the English developing grammar of English/Spanish bilingual children
The present study takes as a point of departure Becker's analysis of the copula be in English monolingual data and focuses on the distribution of copula be in the data from two English/Spanish bilingual children. Our data analysis shows that, as in Becker's study, the distribution of copula omission in the bilingual data is determined by the nature of the predicate. However, the omission patterns in our English bilingual data do not coincide with…
Gender and gender agreement in bilingual native and non-native grammars: A view from child and adult functional-lexical mixings
Classifying Non-Sentential Utterances in Dialogue: A Machine Learning Approach
In this article we use well-known machine learning methods to tackle a novel task, namely the classification of non-sentential utterances (NSUs) in dialogue. We introduce a fine-grained taxonomy of NSU classes based on corpus work, and then report on the results of several machine learning experiments. First, we present a pilot study focused on one of the NSU classes in the taxonomy—bare wh-phrases or “sluices”—and explore the task of disambiguat…
Bilingual early functional-lexical mixing and the activation of formal features
We have argued that the grammatical features spell-out hypothesis (GFSH) (Liceras, Spradlin, Perales, Fernández, & Álvarez, 2003; Spradlin, Liceras & Fernández, 2003a) accounts for the functional-lexical mixing patterns that prevail in the case of Determiner Phrases produced by bilingual (English-Spanish) children. This hypothesis (Liceras, 2002; Spradlin, Liceras & Fernández, 2003b) states that in the process of activating the features of the tw…
Gender and gender agreement in bilingual native and non-native grammars: A view from child and adult functional-lexical mixings
L'agir scolaire entre régulations et incertitudes. Vers une typologie des postures enseignantes de la relation à autrui
L'article décrit la réalité plurielle de l'école contemporaine, où des conceptions successives de l'égalité -égalité formelle, équité, reconnaissance- ne s'annulent pas mais s'articulent, de façon congruente ou contradictoire, dans les postures et les pratiques enseignantes. Il montre les limites et les dilemmes que chacune induit pour les enseignants. L'égalité formelle, liée au modèle politique français de la fin du XIX e siècle, assure des dro…
Alignment of code switching varies with proficiency in second language learning dialogue
Bilingual early functional-lexical mixing and the activation of formal features
We have argued that the grammatical features spell-out hypothesis (GFSH) (Liceras, Spradlin, Perales, Fernández, & Álvarez, 2003; Spradlin, Liceras & Fernández, 2003a) accounts for the functional-lexical mixing patterns that prevail in the case of Determiner Phrases produced by bilingual (English-Spanish) children. This hypothesis (Liceras, 2002; Spradlin, Liceras & Fernández, 2003b) states that in the process of activating the features of the tw…
Classifying Non-Sentential Utterances in Dialogue: A Machine Learning Approach
In this article we use well-known machine learning methods to tackle a novel task, namely the classification of non-sentential utterances (NSUs) in dialogue. We introduce a fine-grained taxonomy of NSU classes based on corpus work, and then report on the results of several machine learning experiments. First, we present a pilot study focused on one of the NSU classes in the taxonomy—bare wh-phrases or “sluices”—and explore the task of disambiguat…
Gender and gender agreement in bilingual native and non-native grammars: A view from child and adult functional-lexical mixings
Copula omission in the English developing grammar of English/Spanish bilingual children
The present study takes as a point of departure Becker's analysis of the copula be in English monolingual data and focuses on the distribution of copula be in the data from two English/Spanish bilingual children. Our data analysis shows that, as in Becker's study, the distribution of copula omission in the bilingual data is determined by the nature of the predicate. However, the omission patterns in our English bilingual data do not coincide with…
L'agir scolaire entre régulations et incertitudes. Vers une typologie des postures enseignantes de la relation à autrui
L'article décrit la réalité plurielle de l'école contemporaine, où des conceptions successives de l'égalité -égalité formelle, équité, reconnaissance- ne s'annulent pas mais s'articulent, de façon congruente ou contradictoire, dans les postures et les pratiques enseignantes. Il montre les limites et les dilemmes que chacune induit pour les enseignants. L'égalité formelle, liée au modèle politique français de la fin du XIX e siècle, assure des dro…
Overt subjects and copula omission in the Spanish and the English grammar of English–Spanish bilinguals: On the locus and directionality of interlinguistic influence
The presence of non-adult patterns of omission/production of functional categories has occupied a central place in both monolingual and bilingual child language acquisition research. In bilingual acquisition a central learnability issue has been to determine whether interlinguistic influence would interact with those patterns. In this article, the authors analyse the omission/production of subject pronouns in the developing Spanish grammar and of…
Disfluencies as intra-utterance dialogue moves
Although disfluent speech is pervasive in spoken conversation, disfluencies have received little attention within formal theories of grammar. The majority of work on disfluent language has come from psycholinguistic models of speech production and comprehension and from structural approaches designed to improve performance in speech applications. In this paper, we argue for the inclusion of this phenomenon in the scope of formal grammar, and pres…
Translation universals in the oral production of bilingual children
This paper investigates two of the most widely analysed universals in translation research, namely simplification and explicitation. We examine the oral production of bilingual children with different language pairs as available in the CHILDES project (MacWhinney 2000) (i.e. the FerFuLice, Ticio, Deuchar, Vila, Genesee and Pérez-Bazán corpora) as well as in other compilation forms (i.e. Ronjat 1913; Leopold 1939–1949; Swain 1972; Lanza 1988, 1997…
“Which Came First: The Chicken or the Egg?” Ditransitive and Passive Constructions in the English Production of Simultaneous Bilingual English Children
Producción Científica
Languages Will Apply a Double-Blind Review Process
Peer review is an essential part in the publication process, and ensures that Languages maintains high quality standards for its published papers [...]
Bilingual children as interpreters in everyday life: How natural interpreting reinforces minority languages
Children that grow up bilingually often interpret naturally between their two languages. This has been shown to be so in a variety of language pairs, regardless of children’s social and family situations and both within the family context as well as between the family and society (e.g. Álvarez de la Fuente and Fernández Fuertes 2012. “How two English/Spanish Bilingual Children Translate: In Search for Bilingual Competence Through Natural Interpre…
Bilingual and monolingual children's acquisition of Spanish dative alternation structures: Order of acquisition and adult input effects
This work investigates the acquisition of Spanish dative alternation (DA) in the production of English-Spanish bilingual and Spanish monolingual children. We explore whether a/para-datives and dative clitic doubled (DCLD) structures are syntactically derived from one another or, whether they are different structures. We also examine whether bilinguals follow similar developmental paths to monolinguals in the acquisition of Spanish DA or whether t…
Is explicit instruction effective? The learning of English noun-noun and adjective-noun structures by L1 Spanish school children ( ¿Es efectiva la instrucción explícita? El aprendizaje de las estructu…
The relative order of constituents within determiner phrases (DP) in which the noun is modified by an adjective (AN) has traditionally been taught in English as an L2 subject in the Spanish context. This is not the case for the same type of phrase in which the N-head is modified by another N (NN). This study aims to assess the impact of direct instruction in English NNs as part of the school curriculum. Acceptability judgement data and production…
The syntactic status of English dative alternation structures in bilingual and in monolingual acquisition data
This study deals with the syntactic (non-)derivational relationship of English dative alternation (DA) –double object constructions (DOCs) and to/for -datives–, as seen in the spontaneous production of English-Spanish bilinguals when compared to English monolinguals. While a chronological progression and a difference in use between the two English DA constructions could suggest a syntactic-derivational relationship between DOCs and to/for -dative…
When teaching works and time helps: Noun modification in L2 English school children
The study focuses on the interaction between length of exposure and instruction in the L2 English acquisition process of L1 Spanish school children. Two target structures involving noun premodification are targeted: noun–noun (NN) compounds and adjective–noun (AN) strings. Four groups of participants have been studied for 3 years: a group that has been exposed to a specifically designed teaching program targeting NN compounds and a group that has…
The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children
Aims and objectives/purpose/research questions: We examine the acquisition of English active and passive monotransitives by English–Spanish bilingual children. These data are compared to English monolinguals from previous studies. We explore whether bi- and monolinguals show similar onset patterns given the shared grammatical properties of actives in the bilinguals’ two languages, and whether they differ in the onset of passives given the grammat…
Alignment of code switching varies with proficiency in second language learning dialogue
Characterizing natural interpreters’ attitudes towards interpreting: The effect of experimental contexts
Bilingual children can perform natural interpreting in two different spontaneous settings, i.e., at home when acquiring their two languages and when practicing language brokering. In both cases, as natural interpreters and as child brokers, bilingual children can act as interpreters between two monolingual adults, although the scenario in which they interpret (domestic versus non-domestic settings, respectively) and the goal (raising children bil…
Activation and local inhibition in the bilingual child’s processing of codeswitching
Codeswitching has been used as a tool to investigate how the properties of the two language systems interact in the bilingual mind with relatively few studies investigating bilingual children. We target two groups of L1-Spanish–L2-English children in Spain to address language activation and language inhibition in the processing of codeswitching between a determiner (DET) and a noun (N). We investigate how the mental representation of the formal f…
Interpreting as a natural skill: From family interactions to educational settings
Natural translation or natural interpreting (NI) – performed by bilingual speakers without formal training – has received little attention in bilingualism studies, as it is often unfairly considered a byproduct of linguistic competence development (e.g., Harris, 1980a, 1980b, 2013; Álvarez de la Fuente & Fernández Fuertes, 2015, 2024; Hornáčková Klapicová, 2021; Álvarez de la Fuente et al., 2019). Similarly, the field of translation has largely d…
Spanish Formal Features in the Mind of Bilingual Children in Two Spanish–English Contact Zones
We explore how Spanish gender features are processed by English–Spanish bilingual children from two contact zones (Sotogrande, Spain, and Gibraltar, United Kingdom), divided into two dominance groups. The children come from two schools in which both languages are spoken, while English is the language of instruction. We present offline and online processing data involving linguistic code-switching between subjects and adjectives (Adj) in copulativ…
Child Bilingual Acquisition of Spanish Dative (Non-)clitic Doubling Structures: A Case Study Approach to Home and Community Input Conditions
We investigate the acquisition of dative clitic doubling (CD) and non-clitic doubling (NCD) in Spanish–English child bilinguals who are exposed to Spanish as their first language (L1) (a) in a minority language context (i.e., H(eritage) L(anguage) bilingual children) and (b) in a majority language context (i.e., L1 bilingual children) to address how input and social conditions shape the early bilingual language acquisition stages. These data are …
Linguistics (15 works) · Psychology (14 works) · Computer Science (11 works) · Philosophy (11 works) · Language Development and Disorders (10 works) · Neuroscience of multilingualism (10 works) · Natural language processing (7 works) · Artificial Intelligence (6 works) · Reading and Literacy Development (6 works) · Grammar (5 works)