Publications

Zárate-Sández, G. (accepted). Spanish – Issues in applied phonology, phonetics, and pronunciation. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. John Wiley & Sons Limited. [preprint]

Gonçalves, A. R., & Zárate-Sández, G. (2024). Effective learning begins with effective teaching: Teacher cognition and L2 pronunciation instruction. Ilha do Desterro, 77 https://doi.org/10.5007/2175-8026.2024.e102729

Nagle, C., & Zárate-Sández, G. (2024). The phonetics and phonology of adult L2 learners after study abroad. In M. Amengual (Ed.), The Cambridge handbook of bilingual phonetics and phonology (pp. 542-559). Cambridge University Press. https://doi.org/10.1017/9781009105767.025

Coretta, S., Casillas, J. V., [...] Zárate-Sández, G., [....] & Roettger, T. B. (2023). Multidimensional signals and analytic flexibility: Estimating degrees of freedom in human-speech analyses. Advances in Methods and Practices in Psychological Science, 6(3), 25152459231162570. https://doi.org/10.1177/25152459231162567

Nagle, C., Huensch, A., & Zárate-Sández, G. (2023). Exploring phonetic predictors of intelligibility, comprehensibility, and foreign accent in L2 Spanish speech. The Modern Language Journal, 107(1), 202-221. https://doi.org/10.1111/modl.12827

Nagle, C., Sachs, R., & Zárate-Sández, G. (2023). Spanish teachers’ beliefs on the usefulness of pronunciation knowledge, skills, and activities and their confidence in implementing them. Language Teaching Research, 27(3), 491-517. https://doi.org/10.1177%2F1362168820957037

Zárate-Sández, G. (2021). Toward inclusive and relevant second language education for Black students. Second Language Research & Practice, 2(1), 119-128. [article]

​​Zárate-Sández, G. (2020). Bringing pronunciation back into the ESL/EFL classroom: Current research trends and recommendations for teachers and teacher trainers. Argentinian Journal of Applied Linguistics, 8(2), 78-94. [article]

Zárate-Sández, G. (2019).  Spanish pronunciation and teaching dialectal variation. In R. Rao (Ed.), Key issues in the teaching of Spanish pronunciation: From description to pedagogy (pp. 201-217). New York: Routledge. [link to publication] 

​Zárate-Sández, G. (2018). “Was that a question?” Perception of utterance-final intonation among L2 learners of Spanish. In J. Levis (Ed.), Proceedings of the Pronunciation in Second Language Learning and Teaching (PSLLT) 9th Annual Conference (pp. 76-86). Salt Lake City, UT. ISSN: 2380-9566.  [link to publication]

Nagle, C., Sachs, R., & Zárate-Sández, G. (2018). Exploring the intersection between teachers’ beliefs and research findings in pronunciation instruction. The Modern Language Journal, 102(3), 512-532. [link to publication]

Zárate-Sández, G. (2018). Production of final boundary tones in declarative utterances by English-speaking learners of Spanish. In K. Klessa, J. Bachan, A. Wagner, M. Karpiński, & D. Śledziński (Eds.), Proceedings of Speech Prosody 2018 (pp. 927-931). Poznan, Poland. ISSN: 2333-2042. [link to publication]

Zárate-Sández, G. (2017). Reexamining foreign accent: How much can personality explain? Ilha do Desterro, 70(3), 227-243. [link to publication]

Zárate-Sández, G. (2016). Categorical perception and prenuclear pitch peak alignment in Spanish. In J. Barnes, A. Brugos, S. Shattuck-Hufnagel, & N. Veilleux (Eds.), Proceedings of Speech Prosody 2016 (pp. 663-667). Boston. ISSN: 2333-2042. [link to publication]

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. Leow, L. Cerezo, & M. Baralt (Eds.), A Psycholinguistic Approach to Technology and Language Learning (pp. 49-68). Berlin: De Gruyter Mouton. [link to publication]

Leow, R., Johnson, E., & Zárate-Sández, G. (2011). Getting a grip on the slippery construct of awareness: Toward a finer-grained methodological perspective. In C. Sanz & R. Leow (Eds.), Implicit and Explicit Conditions, Processes, and Knowledge in SLA and Bilingualism (pp. 61-72). Washington, DC: Georgetown University Press. [link to publication]

Zárate-Sández, G. (2011). Speakers’ intuitions about L2 syllable structure: Diphthong vs. hiatus resolution in Spanish by English-speaking learners. In L. Plonsky & M. Schierloh (Eds.), Selected Proceedings of the 2009 Second Language Research Forum: Diverse Contributions to SLA. (pp. 164-181). Somerville, MA: Cascadilla Proceedings Project. [link to publication] 

Zárate-Sández, G. (2010) Distancias lingüísticas y culturales: Dios en los refraneros del español y el portugués. ALFA Revista de Lingüística, 54, 129-144.​​ [link to publication]