Selected Work

Forthcoming

Cuza, A. & Guijarro-Fuentes, P. (forthcoming). Copulas Ser and Estar Distribution in Spanish/Catalan Adult Bilinguals from Mallorca. In Cuza, A. and Guijarro-Fuentes, P. (eds.) Language Acquisition and Contact in the Iberian Peninsula. De Gruyter Mouton. Studies on Language Acquisition Series.

2017
Cuza, A. (2017). Cuban Spanish Dialectology: Variation, Contact and Change. Washington D.C: Georgetown University Press.

Cuza, A. & Camacho, J. (2017). Pronominal subject expression with inanimate reference in heritage speakers of Cuban Spanish. In Alejandro Cuza (Ed.), Cuban Spanish Dialectology: Variation, Contact and Change. Washington, D.C: Georgetown University Press.

Cuza, A., & Guijarro-Fuentes, P. (2017). Semantic Redistribution of Copula Ser/Estar in Catalan/Spanish Bilingual Children and Adults. In Proceedings for 41st Boston University Conference in Language Development (BUCLD). Cascadilla Press.

Cuza, A., Miller, L., Pasquarella, A. & Xi-Chen. (2017). The role of literacy instruction in the development of Spanish as a heritage language during childhood. The Heritage Language Journal, 14(2), 100-123.

Czerwionka, L. & Cuza, A. (2017). A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics.

Czerwionka, L. & Cuza, A. (2017). The L2 acquisition of Spanish service industry requests in an immersion context. Hispania, 100(2), 239-260.

2016
Colantoni, L., Cuza, A. & Mazzaro, N. (2016). Task-related effects in the prosody of Spanish heritage speakers and long-term immigrants. In Megan Armstrong, Nickolas Henriksen, and Maria del Mar Vanrell (eds.), Interdisciplinary Approaches to Intonational Grammar in Ibero-Romance Intonation. Amsterdam: John Benjamins.

Cuza, A. Czerwionka, L. & Olson, D. (2016). Inquires in Hispanic Linguistics: From Theory to Empirical Evidence. Amsterdam: John Benjamins.

Cuza, A., & López-Otero, J.C. (2016). The acquisition of the semantic values of the Spanish present and progressive forms in heritage speakers and L2 learners. Spanish Journal of Applied Linguistics 29(2), 462-486.

Cuza, A. (2016). The status of interrogative subject-verb inversion in Spanish-English bilingual children. Lingua, 180, 124-138.

Cuza, A. & Pérez-Tattam, R. (2016). Grammatical gender selection and phrasal word order in child heritage Spanish: A feature reassembly approach. Bilingualism: Language and Cognition, 19, 50-68.

Cuza, A., Miller, L. & Ortiz, M. (2016). On the production of differential object marking and wh-question formation in native and non-native Spanish. In Anahí Alba de la Fuente, Elena Valenzuela & Cristina Martínez-Sanz (Eds.), Language Acquisition Beyond Parameters: Studies in honor of Juana Liceras (pp.187-209). Amsterdam: John Benjamins.

Mazaro, N., Cuza, A. & Colantoni, L. (2016). Age effects and the Discrimination of consonantal and vocalic contrasts in heritage and native Spanish. In Tortora, C., M. den Dikken, I. Montoya, & T. O'Neill (eds.). (2015). Selected Proceedings from the 43rd Linguistic Symposium on Romance Languages (LSRL). John Benjamins.

2015
Cuza, A. & Frank, J. (2015). On the role of experience and age-related effects: Evidence from the Spanish CP. Second Language Research, 31, 3-28.

Cuza, A. & Miller, L. (2015). The protracted acquisition of past tense aspectual values in child heritage Spanish. In Rachel Klassen, Juana Liceras & Elena Valenzuela (eds.), Hispanic Linguistics at the Crossroad: Theoretical linguistics, language acquisition and language contact (pp. 211-230). Amsterdam: John Benjamins.

2013
Cuza, A., Guijarro-Fuentes, P., Pires, A. & Rothman, J. (2013). The syntax-semantics of bare and definite plural subjects in the L2 Spanish of English natives. The International Journal of Bilingualism, 17(5), 632-652.

Cuza, A., Pérez-Tattam, R. Barajas, E., Miller, L. & Sadowski, C. (2013). The development of tense and aspect morphology in child and adult heritage Spanish: Implications for heritage language pedagogy. In John Schwieter (ed.), Innovative research and practices in second language acquisition and bilingualism (pp.193- 220) Amsterdam: John Benjamins

Cuza, A., Pérez-Leroux, A. T. & Sánchez, L. (2013). The role of semantic transfer in clitic-drop among simultaneous and sequential Chinese-Spanish bilinguals. Studies in Second Language Acquisition, 35(1), 93-125.

Miller, L. & Cuza, A. (2013). On the status of tense and aspect morphology in child heritage Spanish: An analysis of accuracy levels. In Cabrelli Amaro, J., Judy, T. & Pascual y Cabo, D. (eds.), Proceedings of 12th Generative Approaches to Second Language Acquisition Conference (GASLA 2013) (pp.117-129). Somerville, MA: Cascadilla Proceedings Project.

2011
Cuza, A. & Frank, J. (2011). Transfer effects at the syntax-semantics interface: The case of double-que questions in heritage Spanish. The Heritage Language Journal, 8(2), 66-89.

Pérez-Leroux, A.T., Cuza, A. & Thomas, D. (2011). Clitic placement in Spanish/English bilingual children. Bilingualism: Language and Cognition, 14(2), 221-232.

Pérez-Leroux, A.T., Cuza, A. & Thomas, D. (2011). From parental attitudes to input condition Spanish-English bilingual development in Toronto. In Kim Potowski and Jason Rothman (Eds.), Bilingual Youth: Spanish in English-speaking Societies (pp. 49-176). Amsterdam: John Benjamins.

2010
Cuza, A. & Frank, J. (2010). The acquisition of double que questions in heritage and L2 Spanish. In Melinda Heijl (ed.), Proceedings of the 2010 Canadian Linguistics Association Annual Conference (CLA 2010) (pp. 1-13). Montreal, Quebec. May, 2010.

M.A. and PhD Theses


Jiao, J. (2017). The acquisition of Spanish Differential Marking in Chinese-speaking L2 learners (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

Medeiros Ponti, C. A. (2017). The role of explicit and implicit instruction in the L2 acquisition of Differential Object Marking in Spanish (Unpublished Doctoral Dissertation). Purdue University, West Lafayette, Indiana.

Reyes, N. (2017). The acquisition of Ser/Estar distinctions in Spanish/English bilingual Children (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

López Otero, J. C. (2016). Bilingualism effects at the syntax-semantics interface: Evidence from the Spanish Present Tense (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

Miller, L. (2016). The Acquisition of Bare Nominals by Three Populations of Spanish-English Bilingual Adults (Unpublished Doctoral Dissertation). Purdue University, West Lafayette, Indiana.

Ortiz, M. (2013). The bilingual acquisition of DOM in child and heritage Spanish (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

Miller, L. (2013). The acquisition of tense and aspect in heritage Spanish. (Unpublished M.A. Thesis). Purdue university, West Lafayette, Indiana.

Gamboa, A. (2012). The L2 acquisition of Spanish gender among English-speaking L2 learners (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

Barajas, E. (2012). The L2 acquisition of definite and bare plurals in Spanish-speaking learners of English L2 (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

Frank, J. (2011). The acquisition of double-que questions in heritage Spanish(Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

Barbosa, M. (2011). Null objects in English L1/Portuguese L2 bilinguals (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

Sadowski, C. (2011). A supplementary language curriculum proposal for elementary and college level Spanish heritage language instruction (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

Medeiros, C. (2010). Contextual guessing and dictionary use in the L2 acquisition of vocabulary in Portuguese (Unpublished M.A. Thesis). Purdue University, West Lafayette, Indiana.

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