Dr. Fernández Dobao is an Associate Professor in the Spanish and Portuguese Studies Department and an Adjunct Associate Professor in the Department of Linguistics. She is the Director of the UW Spanish Language Program, a core faculty member of the Graduate Certificate in Second and Foreign Language Teaching, and the Chair of the Committee on Multilingual Teaching, Research, and Learning. She serves as Associate Chair of the Spanish and Portuguese Studies Department.
Dr. Fernández Dobao’s area of specialization is applied linguistics with a focus on second language acquisition, heritage language learning, and foreign language pedagogy. In her research, she explores language learning processes in the classroom. She is currently working on a project that analyzes interaction, scaffolding, and the co-construction of language knowledge between second and heritage language learners in mixed classes. She is also collaborating in a study on the acquisition of the minority language by children in a Spanish/English dual immersion setting.
Most recent publications include:
Fernández Dobao, A. (Forthcoming). Exploring interaction between heritage and second language learners in the Spanish language classroom: opportunities for collaborative dialogue and learning. In N. Storch & W. Suzuki (Eds.), Languaging in language learning and teaching: A collection of empirical studies. John Benjamins.
Fernández Dobao, A. (2020). Collaborative writing in mixed classes: what do heritage and second language learners think? Foreign Language Annals. DOI: 10.1111/flan.12446
Fernández Dobao, A. & J. Herschensohn. (2019). Present tense verb morphology of Spanish HL and L2 children in dual immersion: Feature Reassembly revisited. Linguistic Approaches to Bilingualism. DOI 10.1075/lab.18026.fer
Fernández Dobao, A. (2018). Code switching in the Spanish heritage language classroom: communicative and cognitive functions. In R. Alonso Alonso (Ed.), Speaking in a second language (pp. 175-196). Amsterdam: John Benjamins.
Fernández Dobao, A. (2016). Peer interaction and learning: A focus on the silent learner. In M. Sato and S. Ballinger (Eds.), Peer interaction and second language learning: pedagogical potential and research agenda (pp. 33-61). Amsterdam: John Benjamins.
Summer 2017 A-term
- Principal Lecturer Gillman Receives 2019 WAFLT Award - November 20, 2019
- Active Faculty Present at Conferences - October 28, 2019
- Winter 2017 Content Course Preview - October 24, 2016
- Letter From the Chair - December 16, 2014
- The Best Plan is...No Plan! | Faculty Spotlight on Ana Fernández Dobao - February 21, 2014
- Letter from the Chair | Winter 2014 - February 20, 2014