Irma Alarcón

Irma Alarcón

Ph.D. in Hispanic Linguistics, Indiana University
Associate Professor of Spanish and Linguistics

Office: Greene Hall 519
Phone: (336) 758-5194
Email: alarcoi@wfu.edu

 

Irma Alarcón is a native of Chile, and received her PhD in Hispanic Linguistics from Indiana University, Bloomington. She teaches courses in psycholinguistics and TESOL linguistics, as well as Spanish grammar for both English-speaking learners and heritage speakers (early bilinguals). Her primary research focuses on theoretical issues concerning the role of linguistic variables, such as noun gender and morphology, on the acquisition of Spanish gender agreement. Her most recent work has analyzed heritage Spanish speakers, and offers both theoretical implications concerning differences between first and second language acquisition and pedagogical insights into the burgeoning field of teaching Spanish to Latinos in the U.S.

EDUCATION

2005    Ph.D., Hispanic Linguistics. Indiana University, Bloomington
1998    M.A., Hispanic Linguistics, Indiana University, Bloomington
1998    M.A., Applied Linguistics (TESOL), Indiana University, Bloomington
1990    B.A., English Language, Literature, & Pedagogy, Universidad de Concepción, Chile

PROFESSIONAL PRESENTATIONS

“The effects of instruction on the linguistic development of heritage Spanish speakers.” The 97th Annual AATSP Conference. Denver Marriott City Center. Denver, Colorado: July 17-20, 2015.

“Maintaining the target language in the foreign language classroom: Why? How? And When? (Theoretical and pedagogical implications).” The American Association of Teachers of Spanish and Portuguese (AATSP). The Marriott Rivercenter. San Antonio, Texas: July 8-11, 2013.

“Spanish gender agreement in English-Spanish bilinguals: An online grammaticality judgment task.” 31 Congreso de Asociación Española de Lingüística Aplicada (AESLA). Universidad de La Laguna, Tenerife, Canary Islands: April 18-20, 2013.

“Grammatical features of heritage and L2 learners’ oral production in Spanish.” Spanish Linguistics in North Carolina (SLINKI). North Carolina State University, Raleigh: January 22, 2011.

INVITED PRESENTATIONS, LECTURES, AND WORKSHOPS

Gave a seventy-five minute lecture for the Neuroscience Program on the biological basis of language. Wake Forest University, Winston-Salem, NC: October 20, 2015.

Gave a seventy-five minute lecture for the Neuroscience Program on linguistics as a window to understanding the brain. Wake Forest University, Winston-Salem, NC: October 21, 2014.

Gave a sixty minute talk titled: Heritage Language Learners: A New Challenge for Foreign Language Teachers at Southern Illinois University, Carbondale: November 25, 2013.

Conducted a two-hour workshop titled: Teachers’ Language Use in the Foreign Language Classroom at Southern Illinois University, Carbondale: November 25, 2013.

ACADEMIC GRANTS AND AWARDS

Z. Smith Reynolds Foundation Faculty Fellowship. A fellowship by the Wake Forest Faculty Fellowship Program, which provides financial support designed to honor WFU best teacher-scholars. July 1, 2012 – June 30, 2014.

Social, Behavioral & Economic Sciences Research Fund (SBER). A grant supporting projects that are peer-reviewed for their significance and the likelihood that they will generate pilot data to enhance future applications to extramural agencies for the support of the applicant’s long-term research program. Wake Forest University. Spring 2009.

William C. Archie Fund for Faculty Excellence. A grant that aims to promote excellence in the undergraduate faculty by supporting research and professional development. Wake Forest University. Fall 2008.

SERVICE TO THE PROFESSION

Ad-doc reviewer of articles submitted to:
Applied Psycholinguistics; Second Language Research; Studies in Hispanic and Lusophone Linguistics; Bilingualism, Language and Cognition; Heritage Language Journal; Lingua; Language Learning; Foreign Language Annals; Scientific Journals International; Southwest Journal of Linguistics; Hispania; and Indiana University Linguistics Club Working Papers Online.

PROFESSIONAL MEMBERSHIPS

Modern Language Association (MLA)
American Association for Applied Linguistics (AAAL)
American Council on the Teaching of Foreign Languages (ACTFL)
American Association of Teachers of Spanish and Portuguese (AATSP)

Click here to download full CV.

Published Dissertation

Alarcón, I. (2006). The second language acquisition of Spanish gender agreement: The effects of linguistic variables on accuracy. Munich, Germany: Lincom Europa.

Reviewed in: Studies in Second Language Acquisition, 30, 253-254, 2008, by E. Zyzik.

Journal Articles

Alarcón, I. (2011). Spanish grammatical gender under complete and incomplete acquisition: Early and late bilinguals’ linguistic behavior within the noun phrase.Bilingualism: Language and Cognition, 14(3), 332-350.

Alarcón, I. (2010). The Effects of instruction on the written proficiency of heritage speakers of Spanish: A case study. PAIDEIA, Revista de Educación, 48, 55-74.

Alarcón, I. (2010). Gender assignment and agreement in L2 Spanish: The effects of morphological marking, animacy, and gender. Studies in Hispanic and Lusophone Linguistics, 3(2), 267-299.

Alarcón, I. (2010). Advanced heritage learners of Spanish: A Sociolinguistic profile for pedagogical purposes. Foreign Language Annals, 43(2), 269-288.

Alarcón, I. (2009). The processing of gender agreement in L1 and L2 Spanish: Evidence from reaction time data. Hispania, 92(4), 814-828.

Alarcón, I. (2007). Conceptualizing and implementing comprehensible input in the foreign language classroom. PAIDEIA, Revista de Educación, 43, 57-71.

Alarcón, I. (2004). The sequential acquisition of L2 Spanish gender marking: Assignment and agreement. Indiana University Linguistics Club Working Papers Online, 4(7), 1-23. Retrieved from https://www.indiana.edu/~iulcwp/

Alarcón, I. (2003). The polysemy of the conjunction y in Spanish proverbs. Indiana University Linguistics Club Working Papers Online, 3(2), 1-16. Retrieved fromhttps://www.indiana.edu/~iulcwp/

Alarcón, I. (2002). Syntactic complexity and processing difficulty: Towards an objective syntactic measure of text simplification. Indiana University Linguistics Club Working Papers Online, 2(8), 1-10. Retrieved from https://www.indiana.edu/~iulcwp/

Alarcón, M.A., & Alarcón, I. (1992). Sistemas de aprendizaje interactivos y adquisición de lenguas. RLA, Revista de Lingüística Aplicada, 30, 51-60. 

Book Chapters

Alarcón, I. (2013). Grammatical gender in second language Spanish. In K. Geeslin (Ed.), The handbook of Spanish second language acquisition. (pp. 202-218). Malden, MA: Wiley-Blackwell.

Alarcón, I. (2008). ¿Cómo es que “un vestido” es masculino y “una corbata” es femenina? In J. D. Ewald & A. Edstrom (Eds.), El español a través de la lingüística: Preguntas y    respuestas (pp. 26-38). Somerville, MA: Cascadilla Press.

Other Publications

Alarcón, I. (2000). Design your own ranch house. In K. Ryan (ed.), Recipes for wired teachers. Practical ideas by teachers for teachers. (pp. 106-107). Nagoya, Japan: Japan Association of Language Teaching, Computer Assisted Language Learning Special Interest Group (JALT CALL SIG).

Alarcón, I. (2000). Furnish your new apartment. In K. Ryan (ed.), Recipes for wired teachers. Practical ideas by teachers for teachers. (pp. 108-109). Nagoya, Japan: Japan Association of Language Teaching, Computer Assisted Language Learning Special Interest Group (JALT CALL SIG).

Invited Book Reviews

Alarcón, I. (2015). Lexical processing and second language acquisition by Tokowicz, N. The Modern Language Journal, 99(4), 805-806.

Alarcón, I. (2015). Writing about quantitative research in applied linguistics by Woodrow, L. The Modern Language Journal, 99(3), 628-629.

Alarcón, I. (2014). Taller de escritores: Grammar and composition for advanced Spanish by Bleichmar, G. & Cañón, P. The Modern Language Journal, 98(1), 492-493.

Alarcón, I. (2012). The earliest stages of language learning by Gullberg, M. & Indefrey, P. (Eds.). The Modern Language Journal, 96(1), 133-135.

Alarcón, I. (2011). Critical Period Hypothesis Revisited: The Impact of Age on Ultimate Attainment in the Pronunciation of a Foreign Language by Jedynak, M. TheModern Language Journal, 95(1), 144-146.

Alarcón, I. (2008). The language of language: Core concepts in linguistic analysis by Cruz-Ferreira, M. & Abraham, S.A. The Modern Language Journal, 92(3), 477-478.

Alarcón, I. (2007). Fossilized second language grammars: The acquisition of grammatical gender by Franceschina, F. The Modern Language Journal, 91(3), 475-476.


Spanish courses

Introduction to Hispanic Linguistics (SPA 320)
Grammar and Composition for Heritage Speakers of Spanish (SPA 309L)
Grammar and Composition (SPA 309)
Intensive Spanish – Salamanca (SPA 301)
Spanish Internships – Salamanca (SPA 199)
Intermediate Spanish (SPA 153)
Intensive Elementary Spanish (SPA 113)
Elementary Spanish (SPA 111)

Linguistics courses

TESOL Linguistics (LIN 337/EDU 637)
Introduction to Psycholinguistics and Language Acquisition (LIN 330)
Introduction to Linguistics (LIN/ANT 150)

Graduate courses

U.S. Heritage Speakers and Bilingualism (TIS 734)
Introduction to Hispanic Linguistics (SPA 629)