Refereed Journal Articles 

  • Rockey, C., Tiegs, J., & Fernández, J. (2020) Mobile application use in technology-enhanced DCTs. The Computer Assisted Language Instruction Consortium (CALICO) Journal 37(1), 85-108
  • Gabrielsen, N., & Fernández, J. (2020). Equal access to the United States legal system for multilingual users of English. TESOL Journal, 11(1), 1-5. 
  • McGregor, J., & Fernández, J. (2019). Theorizing qualitative interviews: Two autoethnographic reconstructions. Modern Language Journal, 103(1), 227-247. 
  • 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. 
  • 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 buenoJournal of Pragmatics, 74, 150-164.
  • 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 Pragmatics23, 2610-2626.  

Refereed Book Chapters & Encyclopedia Entries   

  • Forthcoming. Fernández, J., & Davis, T.  Overview of available learner corpora. In N. Tracy-Ventura & M. Paquot. Routledge handbook of SLA and corpora
  • Forthcoming. Fernández, J., & Staples, S. Pragmatic approaches. In N. Tracy-Ventura & M. Paquot. Routledge handbook of SLA and corpora
  • 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.
  • Asención Delaney, Y., & Fernández, J. (2016). Spanish speech acts. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-8). 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. (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.

Newsletter Articles & Working Papers

  • Gale, H., & Fernández, J. (2016). Should we be teaching taboo language in the ESL classroom? AL Forum.
  • Bobrova, L. & Lantolf, J., with Lee, S-H, Kim, J., & Fernández, J. (2012). Metaphor and Pedagogy. (CALPER Working Paper Series 11). The Pennsylvania State University: Center for Advanced Language Proficiency Education and Research.