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 a member of the Committee on Multilingual Teaching, Research, and Learning.
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.
- Fernández–Dobao, A. (2023). “Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction. Modern Language Journal, 107, 1–23. https://doi.org/10.1111/modl.12882
- Fernández Dobao, Ana & Julia Herschensohn. (2020). Acquisition of Spanish verbal morphology by child bilinguals: Overregularization by heritage speakers and second language learners. Bilingualism: Language and Cognition, 24, 56-68.
- Fernández Dobao, Ana. (2020). 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 (pp. 91-110). John Benjamins.
- Fernández Dobao, Ana. (2020). Collaborative writing in mixed classes: what do heritage and second language learners think? Foreign Language Annals, 53/1, 48-68.
- Fernández Dobao, Ana & Julia 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, Ana. (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, Ana. (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.
- Fernández Dobao, Ana. (2014). Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research, 18/4, 497-520.
- Fernández Dobao, Ana. (2014). Attention to form in collaborative writing tasks: Comparing pair and small group interaction. Canadian Modern Language Review, 70/2, 158-187
- Fernández Dobao, Ana & Avram Blum. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41/2, 365-378.
- Fernández Dobao, Ana. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21/1, 40-58.
- Fernández Dobao, Ana. (2012). Collaborative dialogue in learner-learner and learner-native speaker interaction. Applied Linguistics, 33/3, 229-256.
- LING 449 A: Second Language Learning
- LING 549 A: Second Language Learning