Claudia Sánchez-Gutiérrez

EDUCATION AND DEGREES

• Ph.D., Spanish Linguistics, University of Salamanca
• M.A., Literacy Studies, University of Salamanca
• M.A., Advanced Studies in Spanish Language, University of Salamanca
• B.A., Spanish Philology, University of Salamanca

ADVISEES: 

RESEARCH INTERESTS

COURSES TAUGHT

• Spanish 001: Elementary Spanish (UC Davis)
• SPA 001Y Elementary Spanish (hybrid course)
• SPA 206 Spanish Syntax
• Spanish 116: Applied Linguistics (UC Davis)
• SPA 212 Applied Linguistics
• Spanish 215: Vocabulario
• Spanish 390: The Teaching of Spanish at the College Level (UC Davis)
• ESP 1002: Conversación (Laval University)
• ESP 1003: Redacción I (Laval University)
• ESP 1004: Redacción II (Laval University)
• ESP 2002: El español en el mundo (Laval University)
• ESG 1010: Español elemental 1 (Laval University)

COMMITTEES AND SERVICE

SELECTED PUBLICATIONS

Sampedro Mella, M. & Sánchez-Gutiérrez, C. (online first). Language immersion effects in the use of tú and usted by L1 French and L1-European Portuguese learners of Spanish. Studies in Second Language Acquisition.

Alzetta, C., Brunato, D., Dell’Orletta, F., Miaschi, A., Sagae, K., Sánchez-Gutiérrez, C., & Venturi, G. (2023). LangLearn at EVALITA 2023: Overview of the Language Learning Development Task. In Proceedings of the Eighth Evaluation Campaign of Natural Language Processing and Speech Tools for Italian. Final Workshop (EVALITA 2023), CEUR. org, Parma, Italy.

Sánchez-Gutiérrez, C. & Fernández-Mira, P. (2023). Writing about positive and negative topics in Spanish as a heritage or second language. In Blanco Canales, A. & Martín Peralta, S. (Eds.), Emotion and Identity in Second Language Learning. Lausanne: Peter Lang.

Robles García, P. & Sánchez-Gutiérrez, C. (2023). La morfología derivativa en ELE:: importancia, adquisición y principios básicos para un desarrollo morfológico efectivo en el aula. In Martín Vegas, R., Adquisición de la morfología (pp. 51-63). Ediciones Pirámide.

Sánchez-Gutiérrez, C., Robles García, P. & Hoyos Álvarez, C. (2023) Vocabulary in the L2 Spanish classroom: What students know and what their instructors believe they know. In Checa, I. & Marqués Pascual, L., Current Perspectives on Spanish Lexical Development. De Gruyter Mouton.

Querrien, D., Ruiz Alonso Bartol, S., Sánchez Gutiérrez, C., Ortega Pérez, A., & Fernández Mira, P. (2023). Formation aux pratiques qualitatives à distance et en contexte de crise : le cas d’une équipe internationale féminine suite à la transition d’urgence en ligne 2020. In D. Demazière, J. Morrissette & M.-M. Dupont-Leclerc, Former et se former en recherche qualitative : Pratiques et enjeux en tension. Québec: Presses de l’Université Laval.

Marcos Miguel, N., Edge, J., Beaton, M. & Sánchez-Gutiérrez, C. (2023). 3,000 words in Spanish L2 basic language courses: a reachable goal? Second Language Research and Practice, 4(1).

Stewart, J., Brown, D., Bennett, P., Robles-García, P., Sánchez-Gutiérrez, C., Marcos Miguel, N., Vitta, J., Nicklin, C., Stoeckel, T., & Mclean, S. (2023). The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison. System, 115.

Carando, A., Minnillo, S., Fernández-Mira, P., Davidson, S., Sagae, K., & Sánchez-Gutiérrez, C. (2023). Writing development in Spanish as a second and heritage language: a corpus study on complexity. Journal of Spanish Language Teaching, 1-13.

Sánchez-Gutiérrez, C., De Cock, B., & Tracy-Ventura, N. (2022). Spanish corpora: research, design and teaching applicability / Corpus en español: investigación, diseño y aplicabilidad a la enseñanza. Journal of Spanish Language Teaching.

Sánchez-Gutiérrez, C., De Cock, B., & Tracy-Ventura, N. (2022). Spanish corpora and their pedagogical uses: challenges and opportunities. Journal of Spanish Language Teaching, 1-11.

Sánchez-Gutiérrez, C., Robles García, P. & Pérez Serrano, M. (online first). L2 Spanish vocabulary teaching in US universities: Instructors’ beliefs and reported practices. Language Teaching Research.

Sánchez-Gutiérrez, C. & Fernández Mira, P. (2022). Datos longitudinales en los corpus de aprendientes de español. In Parodi, G., Cantos, P. & Howe, L. (eds.), The Routledge Handbook of Spanish Corpus Linguistics.

Ruiz Alonso Bartol, A., Querrien, D., Dykstra, S., Fernández-Mira, P. & Sánchez-Gutiérrez, C. H. (2022). Transitioning to emergency online teaching: The experience of Spanish language learners in a US university. System.

Sánchez-Gutiérrez, C.H., Robles-García, P. & Alíns Breda, D. (2021). Thematic units and aspects of vocabulary knowledge in L2 Spanish textbooks. Revista Nebrija de Lingüística Aplicada.

Fernández-Mira, P., Morgan, E., Davidson, S., Yamada, A., Carando, A., Sagae, K., & Sánchez-Gutiérrez, C. H. (2021). Lexical diversity in an L2 Spanish learner corpus: The effect of topic-related variables. International Journal of Learner Corpus Research, 7(2), 230-258.

Sánchez-Gutiérrez, C. (2021). Morphology and language teaching. In Fabregas, A., Acedo-Matellán, V., Amstrong, G., Cuervo, M.C. and Pujol, I. Handbook of Spanish Morphology. New York: Routledge.

Lopez Bastidas, L. & Sánchez-Gutiérrez, C. (2021). Vocabulary selection and word repetitions in beginner L2 Spanish textbooks. Revista Electrónica de Lingüística Aplicada, 19(2), 48-64

Sánchez-Gutiérrez, C. (2020). Morphological awareness in L2 Spanish: What is learned incidentally and what requires explicit teaching?. Revista Internacional de Lenguas Extranjeras, 13, 1-19.

Miaschi, A., Davidson, S., Brunato, D., Dell’Orletta, F., Sagae, K., Sánchez-Gutiérrez, C. & Venturi, G. (2020). Tracking the evolution of written language competence in L2 Spanish learners. Proceedings of the 15th Workshop on Innovative Use of NLP for Building Educational Applications, 92-101.

Davidson, S., Yamada, A., Fernández-Mira, P., Carando, A., Sánchez-Gutiérrez, C. and Sagae, K. (2020). Developing NLP tools with a new corpus of learner Spanish. In Proceedings of the Twelfth International Conference on Language Resources and Evaluation (LREC  2020), Marseille, France, 7240-7245.

Yamada, A., Davidson, S., Fernández-Mira, P., Carando, A., Sagae, K. & Sánchez-Gutiérrez, C. (2020). COWS-L2H: A corpus for measuring learner Spanish writing development. Research in Corpus Linguistics, 8(1), 17-32.

Marcos Miguel, N. & Sánchez-Gutiérrez, C. (2020). ¿Solamente o solamiento? Desafíos en el aprendizaje de forma y significado de -mente y -miento/-mento por hablantes de ELE. Revista de Filología de la Universidad de La Laguna, 40, 147-165.

Sánchez-Gutiérrez, C., Marcos Miguel, N. & Robles García, P. (2020). What derivational suffixes should we teach in Spanish as a Second Language courses?. In A. Morales-Front, M.J. Ferreira, R.P. Leow & C. Sanz (Eds.), Hispanic Linguistics: Current Issues and New Directions. Issues in Hispanic Linguistics, Volume 26 (pp. 77-94). John Benjamins.

Hernández Muñoz, N. & Sánchez-Gutiérrez, C. (2019). Gabriel versus París: el reconocimiento de los nombres propios en español. Moenia, 25, 79-100.

Wilson, M. A., Sánchez-Gutiérrez, C. H., Mailhot, H., & Deacon, S. H. (2019). The importance of being earnest in earnestness: The influence of root morphology in complex noun processing. In S. Sulpizio, L. Barca, S. Primativo, & L. S. Arduino (Eds.), Word recognition, morphology and lexical reading. Essays in honour of Cristina Burani (pp. 134-143). London: College Publications.

Sánchez-Gutiérrez, C. H., Marcos Miguel, N., & Olsen, M. (2019). An analysis of vocabulary coverage and lexical characteristics in L2 Spanish textbooks. In P. Ecke & S. Rott (Eds.) Understanding Vocabulary Learning and Teaching: Implications for Language Program Development. American Association of University Supervisors, Coordinators, and Directors of Language Programs (AAUSC) Volume 2018. Cengage.

Mailhot, H., Wilson, M., Macoir, J., Deacon, H. & Sánchez-Gutiérrez, C. (2019). MorphoLex-FR: A derivational morphological database for 38,840 French words. Behavior Research Methods, 1-18.

Sampedro Mella, M. & Sánchez-Gutiérrez, C. (2019). Formas de tratamiento y enseñanza de español lengua extranjera: una propuesta de mejora. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, 13(27), 182-200.

Yamada, A. & Sánchez-Gutiérrez, C. (2019). Affix cognateness and productivity in the development of morphological awareness in L2 Spanish: the case of dis- and des-. Revista Electrónica de Lingüística Aplicada, 18(1), 107-120.

Sánchez Gutiérrez, C. H., Serrano, M. P., & García, P. R. (2019). The effects of word frequency and typographical enhancement on incidental vocabulary learning in reading. Journal of Spanish Language Teaching, 6(1), 14-31.

Navarro, J.J., Mourgues-Codern, C., Guzmán, E., Rodríguez-Ortiz, I., Conejo, R., Sánchez-Gutiérrez, C., de la Fuente, J., Martella, D. & Saracostti M. (2018). Integrating curriculum-based dynamic assessment in computerized adaptive testing: Development and predictive validity of the EDPL-BAI battery on reading competence. Frontiers in Psychology, 9, 1492.

Sánchez-Gutiérrez, C. & Hernández-Muñoz, N. (2018). Development of derivational morphological awareness in anglophone learners of Spanish: A relational knowledge study. Foreign Language Annals, 51(2), 369-388.

Sánchez-Gutiérrez, C., Mailhot, H., Deacon, H & Wilson, M. (2018). MorphoLex: A derivational morphological database for 70,000 English words. Behavior Research Methods, 50(4), 1568-1580.

Sampedro Mella, M. & Sánchez-Gutiérrez, C. (2017). Efecto de la enseñanza extensiva en la memorización del léxico: un estudio de investigación-acción. Sintagma 29, 61/78.

Sánchez-Gutiérrez, C & Sampedro Mella, M. (2017). Profundidad del procesamiento y reciclaje en los manuales de ELE de niveles iniciales: el caso de los adverbios de lugar. Journal of Spanish Language Teaching, 4(1), 49-60.

Robles García, P. & Sánchez-Gutiérrez, C. (2016). La morfología derivativa en los manuales de español elemental estadounidenses: un estudio exploratorio. Revista Electrónica de Lingüística Aplicada, 15, 70-86.

HONORS AND AWARDS

• 2023: UC Online grant for the creation of online courses in the Spanish major
• 2022: Excellence in Language Program Direction Award, American Association of University Supervisors, Coordinators and Directors of Language Programs (AAUSC).
• 2022: Award for Excellence in Service to Graduate Students, Graduate Student Association
• 2022 - …: Academic Senate Committee On Research Large Grant, UC Davis
• 2022 – …: UC Online grant for the creation of SPA 1V
• 2021-2023: Global Affairs Seed Grant
• 2020-2021: Faculty development award, Academic Affairs
• 2020: Graduate Program Advising and Mentoring Award from Graduate Studies
• 2020: UC Davis College of Letters & Science Teaching Award.
• 2019-2020: ACCELERATE fellowship from the Center for Educational Effectiveness.
• 2019-2020: Curriculum Enhancement through Global Learning fellowship.
• 2018-2019: Academic Senate Committee On Research Small Grant In Aid of Research
• 2018-2019: Academic Senate Research Travel Award
• 2018-2019: Davis Humanities Institute Research Cluster Award
• 2017-2018: Innovative Learning Technology Initiative Award
• 2017-2018: Academic Senate Committee On Research Seed Grant
• 2017-2018: Davis Humanities Institute Research Cluster Award