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Eva Fernández
Position: Professor, Linguistics
Professor, Latin America, Iberian, and Latino Cultures
Professor, Speech-Language-Hearing Sciences
Campus Affiliation: Queens College
Office Hours: By Appointment
Degrees/Diplomas: Ph.D. in Linguistics, The Graduate Center, CUNY
M.A. in Linguistics, The Graduate Center, CUNY
B.A. in Linguistics (German), New York University
Research Interests: Cross-linguistic differences in language processing; faculty development impact on student learning
Social Media: LinkedIn

Eva Fernández is Associate Provost for Innovation and Student Success and a professor of Linguistics and Communication Disorders at Queens College. At The Graduate Center she is a member of the doctoral faculty for three programs - Linguistics; Latin American, Iberian and Latino Cultures; and Speech-Language-Hearing Sciences - and advises both master's and doctoral students.

Her primary research focus, derived from her doctoral training, is the way human language is produced and perceived, in particular, whether there exist cross-linguistic differences in human language processing, and whether there exist differences based on the speaker/hearer’s language history. Her work examines processing in speaker/hearers of different languages, in particular, speaker/hearers of English and speaker/hearers of Spanish. She is additionally concerned with whether and how differences in language history affect language processing, a topic she investigates by comparing the performance of speaker/hearers who have only been exposed to one language (monolinguals) to the performance of speaker/hearers who have been exposed to more than one language (bilinguals and polyglots).

She has a second interest in matters related to teaching and learning, particularly how faculty development impacts student learning. This scholarship has grown out of her work in higher education administration. In this domain, she has interests in academic discourse and linguistically informed pedagogy, in ways to improve student success through institutional interventions, and in designing technology enhanced learning environments to advance both teaching and learning.

Awards and Grants Courses Taught
  • Ling 80300: Research Methods in Psycholinguistics and Cognitive Linguistics: The intelligent consumer of the applied literature in linguistics—whether in experimental or developmental psycholinguistics, or in any field where the evaluation of empirical research is at stake—is well-versed in the underlying principles of experimental design, methodology, and quantitative analysis. This course imparts knowledge of such principles, by surveying a range of methods, from the familiar to the esoteric, currently in use in empirical research on language perception, production, and acquisition.
  • SPAN 707: Bilingüismo: Desarrollo y Procesamiento | Spanish Applied Linguistics (taught in Spanish): Con el objetivo principal de elaborar modelos sobre la arquitectura cognitiva del bilingüe, este curso explora los mecanismos que controlan el desarrollo y procesamiento lingüístico en las personas que hablan más de un idioma.
  • Behrens, S. J. & Fernández, E. M. (2020). Linguistically-informed pedagogy in higher education: A role for teaching and learning centers. Journal on Excellence in College Teaching, 31, 2, 143-160.
  • Vesselinov, E., Villamizar-Santamaría, S., Gomez, C., & Fernández, E. M. (2019). A global community or a global waste of time? Content analysis of the Facebook site Humans of New York. Journal of Urban Affairs, online 27 Dec 2019. doi:10.1080/07352166.2019.1697184
  • Fernández, E. M. & Vickery, C. (2019). In search of hidden but accessible truths: Coding for All at Queens College. In K. M. Mack, K. Winter, & M. Soto (Eds.), Culturally responsive strategies for reforming STEM higher education: Turning the TIDES on inequity (pp.73-95). Bingley, UK: Emerald Publishing Limited. doi:10.1108/978-1-78743-405-920191005
  • Fernández, E. M., Souza, R., & Carando, A. (2017). Bilingual innovations: Experimental evidence offers clues regarding the psycholinguistics of language change. Bilingualism: Language and Cognition, 20, 2, 251-268. doi: 10.1017/S1366728916000924
  • Taylor, S. C., Haras, C., Magruder, E. D., Fernández, E., Ginsberg, M., & Glover, J. (2017). Chapters 4 & 5 in Haras, C., Taylor, S. C., Sorcinelli, M. D., & von Hoene, L. (Eds.), Institutional commitment to teaching excellence: Assessing the impacts and outcomes of faculty development (pp. 69-83). Washington, DC: American Council on Education (pp. 69-83). Washington, DC: American Council on Education.
  • Fernández, E. M. & Souza, R. (2016). Walking bilinguals across language boundaries: On-line and off-line techniques. In Heredia, R., Altarriba, J., & Cieslicka, A. B. (Eds.), Methods in bilingual reading comprehension research (pp. 33-60). The Bilingual Mind and Brain Book Series 1. New York, NY: Springer. doi:10.1007/978-1-4939-2993-1_3
  • Pratt, E. & Fernández, E. M. (2016). Implicit prosody and cue-based retrieval: L1 and L2 agreement and comprehension during reading. Frontiers in Psychology, 7, 1922. doi:10.3389/fpsyg.2016.01922
  • Fernández, E. M. & Sekerina, I. A. (2015). The interplay of visual and prosodic Information in the attachment preferences of semantically shallow relative clauses. In L. Frazier & T. Gibson (Eds.), Explicit and implicit prosody in sentence processing (pp. 241-261). Studies in Theoretical Psycholinguistics 46. New York, NY: Springer. doi:10.1007/978-3-319-12961-7_13