List of Contributors
for Volume 8, No. 1:
Patrick A. Bolger is an Assistant Professor of Linguistics at the University of Alberta, Canada. Dr. Bolger's research interests are psycholinguistics, reading, bilingualism, and second language acquisition. He has published articles on different aspects of vocabulary acquisition and reading behavior.
Melissa Bowles is Assistant Professor of Spanish and Second Language Acquisition at the University of Illinois at Urbana-Champaign. Her research focuses primarily on instructed (classroom) language acquisition. Recent projects have examined the paired classroom interactions of heritage and second-language learners of Spanish and have compared the effectiveness of instruction for the two populations of learners.
María Carreira is a Professor of Spanish at California State University, Long Beach. She was the co-organizer of the first national conference on heritage languages (1999). She is the co-author of a first-year textbook for Spanish (2004) and of a book for heritage speakers of Spanish. Her research interests include phonology, Spanish in the U.S., sociolinguistics, heritage languages, and educational linguistics. Carreira designed a curriculum for heritage speakers of Spanish for Westminster High School (Westminster, CA) pursuant to a Department of Education Title VII grant. She is the co-director of the National Heritage Language Resource Center’s projects to design a generic curriculum and language-specific materials for heritage language instruction, and a co-author of the preliminary report on the NHLRC’s survey of college-level heritage learners.
Alejandro Cuza is an Assistant Professor of Spanish, Linguistics and SLA at Purdue University. His research focuses on the linguistic and psycholinguistic processes involved in the L2 acquisition of Spanish syntax and semantics, first language attrition, heritage language acquisition, and child bilingual development. Recent and forthcoming publications appear in The Canadian Journal of Linguistics, The International Journal of Bilingualism, Hispania, and Bilingualism Language and Cognition.
Joshua Frank is a graduate student in Hispanic Linguistics and SLA at Purdue University. His research focuses on the role of crosslinguistic influence in heritage language development and the L2 acquisition of Spanish syntax. His MA thesis extends Rizzi's Split CP hypothesis to Spanish to account for the grammaticality of focalized expressions in double QUE questions.
Silvina Montrul is Professor and Head of the Department of Spanish, Italian and Portuguese and Professor of Linguistics at the University of Illinois at Urbana-Champaign. She is also Director of the Second Language Acquisition and Bilingualism Lab, the Second Language Acquisition and Teacher Education (SLATE) Program, and the University Language Academy for Children. Her main areas of expertise are linguistic and psycholinguistic approaches to second language acquisition and bilingualism, with special enmphasis on heritage speakers. She is author of The Acquisition of Spanish (Benjamins, 2004), Incomplete Acquisistion in Bilingualism (Benjamins, 2008) and El bilinguismo en el mundo hispanohablante [Bilingualism in the Spanish-speaking World] (Wiley-Blackwell, forthcoming). She has also authored several chapters in edited volumes and handbooks, and has published numeros articles in journals such as Second Language Research, Language Learning, Language Acquisition, Lingua, Studies in Second Language Acquisition, Bilingualism: Language and Cognition, The International Journal of Bilingualism and the Heritage Language Journal, among others.
Silvia Perpiñán is Assistant Professor of Spanish Linguistics at the University of Western Ontario. Her main areas of research is Spanish linguistics, second language acquisition and bilingualism. Her current research focuses on language attrition in migrant populations and the contact between Catalan and Spanish.
Kim Potowski is Associate Professor of Hispanic linguistics at the University of Illinois at Chicago. Her research focuses on Spanish in the United States, including a book about a dual immersion school and recent studies about discourse markers, Spanish use in quincean͂era celebrations and in greeting cards, and "MexiRican" ethnolinguistic identity. She directs the Heritage Language Cooperative, a group working on research and teacher development related to non-English languages in the U.S. Her 2010 edited volume, Language Diversity in the USA (Cambridge University Press), profiles the 12 most commonly spoken languages in the U.S.
Gabriela C. Zapata is Associate Professor of Spanish Applied Linguistics at the University of Alberta, Canada. Dr. Zapata’s research foci are bilingualism, second language acquisition and pedagogy, teacher education, and first language attrition/incomplete acquisition. She has published numerous articles on different aspects of bilingualism and second language acquisition and pedagogy.