Expertise

Spanish, Linguistics, Applied Linguistics, Heritage and Second Language Development, Task-Based Language Teaching (TBLT), Study Abroad, Technology-Enhanced Learning, Individual Differences

Biography

Born and raised in the Basque Country, Janire Zalbidea received her Ph.D. in Spanish Linguistics from Georgetown University. She is the Principal Investigator of the Temple University Multilingualism and Second Language Acquisition Lab (TUMSLAB) and directs the Spanish for Heritage/Bilingual Speakers curriculum in the department. 

Her interdisciplinary research program focuses on second and heritage language acquisition, including task-based language teaching and development in study abroad contexts. She is also interested in multi-site approaches in second language research. Her current work is funded by a Language Learning Early Career Research Grant.

Selected Publications

  • Zalbidea, J., Issa, B., Faretta-Stutenberg, M., & Sanz, C. (2020). Initial proficiency and L2 grammar development in short-term immersion abroad: Conceptual and methodological insights. Studies in Second Language Acquisitionhttps://doi.org/10.1017/S0272263120000376 
  • Zalbidea, J. (2020). On the scope of output in SLA: Task modality, salience, and L2 grammar noticing and development. Studies in Second Language Acquisitionhttps://doi.org/10.1017/S0272263120000261
  • Zalbidea, J., & Sanz, C. (2020). Does learner cognition count on modality? Working memory and L2 morphosyntacticattainment across oral and written tasks. Applied Psycholinguisticshttps://doi.org/10.1017/S0142716420000442
  • Zalbidea. J. (2020). A mixed-methods approach to exploring the L2 learning potential of writing versus speaking. In Rosa M. Manchón (Ed.), L2 writing and L2 learning: Advances in theory and research. (pp. 207-230) Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.56.09zal
  • Zalbidea, J. (2017). ‘One task fits all’? The roles of task complexity, modality, and working memory capacity in L2 performance. Modern Language Journal, 101, 335-352. https://doi.org/10.1111/modl.12389
  • Issa, B., & Zalbidea, J. (2018). Proficiency levels in study abroad: Is there an optimal time for sojourning? In C. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp. 453-463). New York, NY: Routledge.
  • Méndez-Seijas, J., Zalbidea, J., & Vallejos, C. (2018). Conducting evaluation interviews. In J. McE. Davis & T. McKay (Eds.), A guide to useful evaluation of language programs (pp. 57-68). Washington, DC: Georgetown University Press. 
  • Sanz, C., Morales-Front, A., Zalbidea, J., & Zárate-Sández, G. (2015). ‘Always in motion the future is’: Doctoral students’ use of technology for SLA research. In R. P. Leow, L. Cerezo, & M. Baralt (Eds.), A psycholinguistic approach to technology and language learning (pp. 49-68). Berlin, Germany: De GruyterMouton. https://doi.org/10.1515/9781614513674-006

Courses Taught

  • Task-Based Learning & Technology (graduate seminar) 
  • Individual Differences in Second Language Acquisition (graduate seminar) 
  • Research Methods (graduate seminar)
  • Spanish for Heritage/Bilingual Speakers
  • Introduction to Spanish Linguistics
  • Language in Society
  • Advanced Grammar for Communication