PUBLICATIONS

Peer-Reviewed Publications

Marcos Miguel, N. (2020, early view). Analyzing pair-work interactions in Spanish L2 classrooms: Can corpus-based tasks facilitate language exploration, language use and engagement? International Journal of Applied Linguistics at: https://onlinelibrary.wiley.com/doi/abs/10.1111/ijal.12314

Marcos Miguel, N. (2020). Analyzing morphology-related strategies in Spanish L2 lexical inferencing: How do suffixes matter? International Review of Applied Linguistics in Language Teaching, 58(3), 351-377 (online published 2018)

Marcos Miguel, N. & Sánchez-Gutiérrez, C.H. (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. 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.

Marcos Miguel, N. (2018). Analyzing the relationship and development of proficiency, derivational knowledge, and vocabulary size in Spanish L2 learnersRevista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 31(1), 224-256.

Marcos Miguel, N. (2017). Instruction in derivational morphology in the Spanish L2 classroom: What do teachers believe and do? Konin Language Studies, 5(1), 37-60.

Marcos Miguel, N. (2015). Textbook consumption in the classroom: Analyzing classroom corpora. Procedia-Social and Behavioral Sciences, 198, 309-319. 

Marcos Miguel, N. (2012). Grapho-morphological awareness in L2 Spanish: How do L2 learners use this metalinguistic skill? Language Awareness, 21(1-2), 195-211.


Book chapters (Conference Proceedings)

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.

Marcos Miguel, N., & Cubas-Mora, M.F. (2017). Proposing a Framework to Analyse and Evaluate Textbook Vocabulary Activities in the Foreign Language Classroom. In L. Torres Zúñiga & T.H. Schmidt (Eds.), New Methodological Approaches to Foreign Language Teaching (pp. 31-51). Newcastle upon Tyne: Cambridge Scholars Publishing.

Marcos Miguel, N. (2016). Voluntad y viabilidad en la enseñanza de morfología léxica en el aula de español como L2. In S. Alcoba, C. Buenafuente, & G. Clavería (Eds.), Los lindes de la morfología (Vol. 37). Pontevedra: Universidade da Coruña, Servizo de Publicacións.


Pedagogical Materials: Book Chapters and Articles

Marcos Miguel, N. (2020). Aplicaciones para la didáctica de ELE del Corpus del Español/Corpus del Español in the Teaching of Spanish as an L2. E-SEDLL, 3, 32-44.

Marcos Miguel, N. & Hershberger, R. (2018). Re-imaging global content and pedagogy for intermediate Spanish L2 language courses. In M. Bouckaert, M. Konings, & M. van Winkelholf (Eds.)Meaning Focused Materials for Language Learning (pp. 285-310). Newcastle upon Tyne: Cambridge Scholars Publishing.

Marcos Miguel, N., & Vázquez Solana, A. (2016). Implementación de la metodología PACE en el aula de alemán L2. In I. Szumlakowski Morodo & B. Balzer Haus (Eds.), La lengua alemana vista desde dentro y desde fuera: Estudios sobre su sistema, su enseñanza y su recepción/ Die Deutsche Sprache- Intern und Extern Untersuchungen zu System, Vermittlung und Rezeption (pp. 201-210). Madrid: Dykinson Editorial.


Other Publications

Peters, M.J., Calzas Hernández, M., Jara Maroto, C., Díaz Garrido, A.I., Fernández Chaves, I., López Lago, M. Á., Marcos Miguel, N., & Rivas Reyes, M. (2015). Teachers’ perspectives on flipping the language classroom: More than creating materials. Proceedings of the XII Jornadas de Innovación Universitaria, Educar para transformar: Aprendizaje Experiencial, 141-149.

Edington, C., Henery, A., Marcos Miguel, N., Martin, K., Miller, R., Philips, A., Tuninetti, A Walter, D.(Eds.). (2014). Selected Proceedings of the 2012 Second Language Research Forum: SLA in Many Contexts. Somerville: Cascadilla Press.


Book Reviews

Marcos Miguel, N. (2019, February 17). [Review of the book Formación de palabras y enseñanza de español L2/LE, by David Serrano-Dolader]. LinRed, Núm. XVI 

Marcos Miguel, N. (2019, January 11). [Review of the book Language and Language Acquisition in CLIL and Non-CLIL settings, by V. Möller]. LINGUIST List 30.161

Marcos Miguel, N. (2015, July 19). [Review of the book Grammatikunterricht zwischen Linguistik und Didaktik. DaF/DaZ lernen und lehren im Spannungsfeld von Sprachwissenschaft, empirischer Unterrichtsforschung und Vermittlungskonzepten, by S. Dengscherz, M. Businger & J. Taraskina]. LINGUIST List 26.3429

To download


CONFERENCE PRESENTATIONS (PAPERS)

Marcos Miguel, N., Aguinaga Echeverria, S., Guerrettaz, A. M. & Martin, D. (2020, October 23-24). Exploring instructor-selected materials for promoting aural and written development in the Spanish L2 classroom. Paper presented at the 2020 Second Language Research Forum, Vanderbilt University, online.

Marcos Miguel, N., Sánchez-Gutiérrez, C., & Yamada, A. (2019, September 20-22). Analyzing Morphological Knowledge in two Spanish Learner CorporaPaper presented at the 2019 Second Language Research Forum, Michigan State University, East Lansing, Michigan.

Beaton, M.E., Marcos Miguel, N. & Sánchez-Gutiérrez, C. (2019, September 20-22). A Longitudinal Study of Vocabulary in General Education (GE) Language Courses. Paper presented at the 2019 Second Language Research Forum, Michigan State University, East Lansing, Michigan. 

Marcos Miguel, N. & Sánchez-Gutiérrez, C.H. (2019, May 9-10). Desafíos en el aprendizaje de forma y significado de -mente y -miento por hablantes de ELE: ¿Confusamiento o confusamente? Paper presented at the XV Encuentro de Morfólogos, Universidad de La Laguna, La Laguna, Spain. 

Marcos Miguel, N. (2018, July 17-19). Second Language (L2) Classroom Discourse: How do Learners’ Questions Contribute to the Discourse in Content Courses? Paper presented at the 8th International Conference on Language, Culture and Mind, Denison University, Granville, OH. 

Marcos Miguel, N. & Johnson, C. (2018, February 15-17). Language improvement within a Spanish program: Comparing faculty perceptions with STAMP results. Paper presented at Evolving Perspectives on Advancedness: A symposium on Second Language Spanish, University of Minnesota, Twin Cities, MN.

Sánchez-Gutiérrez, C.H., Marcos Miguel, N., & Olsen, M. (2017, November 17-19). Are we teaching enough frequent words? An analysis of L2 Spanish textbooks. Paper presented at the 2017 ACTFL Annual Convention & World Languages Expo, Nashville, TN.

Marcos Miguel, N. (2017, October 12-15). Vocabulary gains in content-based instruction: Do beliefs match reality? Paper presented at the 2017 Second Language Research Forum, The Ohio State University, Columbus, OH.

Sánchez-Gutiérrez, C. Marcos Miguel, N. & Olsen, M. (2017, October 12-15). Words and textbooks: Vocabulary coverage and lexical characteristics in L2 Spanish textbooks. Paper presented at the 2017 Second Language Research Forum, The Ohio State University, Columbus, OH.

Balch, A., & Marcos Miguel, N. (2017, March 31-April 1). Un análisis del efecto de edad de exposición en el conocimiento léxico de estudiantes universitarios. Paper presented at OSU Congress on Hispanic and Lusophone Linguistics, Columbus, OH. [Directed Study Project]

Sánchez Gutiérrez, C., Marcos Miguel, N. & Robles García, P. (2016, October 7-9). Using Derived Words in L2 Spanish: A Comparison of Textbooks and Native Speakers as Sources of Input. Paper presented at the Hispanic Linguistics Symposium, Georgetown University, Washington, DC.

Marcos Miguel, N. (2016, July 20-23). Teaching language variation in a Spanish L2 class: analyzing classroom interactions and students’ perceptions. Paper presented at 12th Teaching and Language Corpora Conference, Justus-Liebig-Universität Giessen, Giessen, Germany.

Tuesday lunch series_at Denison_Corpus, Corpuses y Corpora:Working with language variation in the classroom.m4v



Marcos Miguel, N. (2016, April 14-16). Vocabulary engagement in the classroom: How can textbook-use influence it? Paper presented at the Kentucky Foreign Language Conference, University of Kentucky, Lexington, Kentucky. 

Marcos Miguel, N. (2015, March 5-7). Textbook consumption in the classroom: Analyzing classroom corpora. Paper presented at the CILC 2015, 7th International Conference on Corpus Linguistics, Universidad de Valladolid, Valladolid, Spain.
http://aelinco.blogs.uva.es/files/2015/03/Nausica-Marcos-Miguel.pdf

Marcos Miguel, N., & Cubas-Moras, M. F. (2014, September 17-20). Investigando el papel del profesor como agente de análisis de necesidades subjetivas: ¿cómo valoramos las actividades de vocabulario? Paper presented at the XXV Congreso Internacional ASELE, Universidad Carlos III, Madrid, Spain.

Marcos Miguel, N., & Cubas-Moras, M. F. (2014, September 10-11). Vocabulary Research: Theory meets the Textbook. Paper presented at CILLEC II, Universidad Católica San Antonio de Murcia, Murcia, Spain.

Marcos Miguel, N. (2014, July 1-4). Teachers’ awareness of instruction of derivational morphology in the Spanish L2 classroom. Paper presented at the Association for Language Awareness 12th International Conference. Hamar, Norway.

Marcos Miguel, N., & Cubas-Mora, M.F. (2014, July 1-4). Challenges of vocabulary instruction: how do textbooks shape teachers’ beliefs of vocabulary teaching and learning? Paper presented at the Association for Language Awareness 12th International Conference. Hamar, Norway.

Marcos Miguel, N. (2014, January 23-24). Analyzing vocabulary instruction as an approach to intercultural teaching. Paper presented at the Fourth International Conference on the Development and Assessment of Intercultural Competence, The University of Arizona, Arizona.

Marcos Miguel, N. (2013, October 17-20). Analyzing the relationship between awareness of derivational morphology and vocabulary size in instructed L2 Spanish. Paper presented at the Hispanic Linguistics Symposium, University of Ottawa, Canada.

Marcos Miguel, N. (2013, April 5-6). Vocabulary size and lexical inferencing abilities: how related are these two constructs in Spanish L2 adult learners? Paper presented at the Ohio State University Congress on Hispanic and Lusophone Linguistics, Columbus, Ohio.

Marcos Miguel, N. (2011, September 8-11). A Corpus-based study: Derivational morphology in Spanish L1 acquisition. Paper presented at the Societas Linguistica Europaea-44th Annual Meeting, Logroño, Spain.

Marcos Miguel, N. (2011, June 6-9). Working on L2 morphological awareness by building word families. Paper presented at the New Dynamics of Language Learning: Spaces and Places- Intentions and Opportunities, University of Jyväskylä, Finland.

Marcos Miguel, N. (2010, July 25-28). Grapho-morphological awareness in L2 Spanish: How do L2 learners use this metalinguistic skill? Paper presented at the Association of Language Awareness 10th International Conference, Kassel, Germany.


CONFERENCE PRESENTATIONS (POSTERS)

Marcos Miguel, N. & Sánchez Gutiérrez, C. (2018, December 13-14). A Spanish Second Language Classroom Corpus: Discussing its Construction and Shareability. Poster presented at I Workshop on Spoken Corpus Linguistics (LingCor2018). Universitat de València, Spain.

Sánchez Gutiérrez, C., Marcos Miguel, N. & Mailhot, H. (2017, March 18-21). Vocabulary breadth and depth in a written L2 Spanish learner corpus: Conclusions and challenges. Poster presented at the Conference of the American Association for Applied Linguistics, Portland, OR. 

Marcos Miguel, N. (2015, May 7-8). Convenciendo a los profesores: desafíos en la enseñanza de la morfología en el aula de español como lengua extranjera. Poster presented at the XI Encuentro de Morfólogos, Universidad Autónoma de Barcelona, Barcelona, Spain.
https://morforetem.wordpress.com/2015/06/08/convenciendo-a-los-profesores-desafios-en-la-ensenanza-de-la-morfologia-en-el-aula-de-espanol-como-lengua-extranjera/

Marcos Miguel, N. (2012, November 16-18). Investigating teacher cognition about L2 vocabulary instruction and acquisition. Poster presented at the ACTFL Annual Convention & World Languages Expo.  Many Languages: One United Voice, Philadelphia, PA.

Marcos Miguel, N. (2012, February 9-12). An analysis of Spanish verb-noun compounds’ tolerance of diminutives. Poster presented at the 15th International Morphology Meeting, Vienna, Austria.

 

CONFERENCE PRESENTATIONS (WORKSHOPS/TEACHING RELATED)

Marcos Miguel, N. (2018, November 28-30). Aplicaciones para la didáctica de ELE del Corpus del Español. Paper presented at the XIX Congreso International de SEDLL 2018. Universidad de Almería, Spain.

Marcos Miguel, N., Osa-Melero, L., Martínez, C.A., & Cubas-Mora, M.F. (2018, November 16-18). Vocabulary learning in a community-engaged program. Roundtable presented at the 2018 ACTFL Annual Convention & World Languages Expo, New Orleans, Louisiana.

Marcos Miguel, N. (2018, September 5-8). Cómo incluir más variedades dialectales en la clase de español L2 con herramientas de corpus. Workshop presented at XXIX Congreso Internacional de ASELE. Universidad de Santiago de Compostela, Spain.

Marcos Miguel, N. & Johnson, C. (2018, March 24-27). Assessing Language Growth in Spanish Majors: Is the ACTFL Scale too broad? Roundtable presented at the Conference of the American Association for Applied Linguistics, Chicago, IL.

Marcos Miguel, N., & Hershberger, B. (2017, November 17-19). Global content and pedagogy for 21st century intermediate Spanish language courses. Session presented at the 2017 ACTFL Annual Convention & World Languages Expo, Nashville, TN.

Marcos Miguel, N., & Hershberger, B. (2017, June 10-11). Re-imaging global content and pedagogy for intermediate Spanish language courses. Paper presented at MATSDA/Fontys University of Applied Sciences Conference: Meaning-Focused Materials for Language Learning, Tilburg, Holland.

Huerta, M., Marcos Miguel, N. (2017, April 21-22). Spanish learning for Heritage Speakers. Workshop presented at the 2nd Annual Summit of Ohio Latinx Conference, Ohio Wesleyan University, OH.

Marcos Miguel, N. (2017, March 30). Corpus tools for the classroom: How to create materials with authentic language. Half-day workshop presented at the Ohio Foreign Language Association Conference, Columbus, OH.

Marcos Miguel, N., & Cubas-Mora, M.F. (2016, November 18-20). Vocabulary textbook activities: Ways to assess them. Roundtable presented at the 2016 ACTFL Annual Convention & World Languages Expo. Boston, MA.

Vázquez Solana, A., & Marcos Miguel, N. (2015, November 25-27). Aplicación del método PACE en la enseñanza de alemán. Paper presented at the XIV Semana de Estudios Germánicos. Universidad Complutense de Madrid, Madrid, Spain.

Peters, M.J., Calzas Hernández, M., Jara Maroto, C., Díaz Garrido, A.I., Fernández Chaves, I., López Lago, M. Á., Marcos Miguel, N., & Rivas Reyes, M. (2015, July 20-21). Teachers’ perspectives on flipping the language class: More than creating materials. Paper presented at the XII Jornadas de Innovación Universitaria, Universidad Europea de Madrid, Madrid, Spain.

Marcos Miguel, N. (2014, July 21-25). La dimensión cultural del vocabulario: ¿cómo se trabaja en clase? Paper presented at the XLIX Congreso Internacional de la AEPE: La Enseñanza de Epañol en el Contexto de las Artes y la Cultura, Ávila, Spain.

Denman, L., Marcos Miguel, N., & Wells, B. (2014, February 28-March 1). Using Content-Based Approaches to Teach Linguistics in L2 Romance Languages. Workshop presented at Second Language Acquisition and Teaching (SLAT) Interdisciplinary Roundtable, The University of Arizona, Arizona.

Marcos Miguel, N., & Cubas-Mora, M. F. (2013, September 28). Assessing vocabulary activities with the technique feature analysis: How can textbook activities lead to better L2 vocabulary learning? Paper presented at Binghamton University's 1st Annual Conference on Foreign Language Teaching, Binghamton, New York. https://www.binghamton.edu/romance/docs/marcos-cubas-assessing-vocabulary-activities.pdf

Marcos Miguel, N., Bonilla, C., & Lenardón, L. (2013, April 26). Language Awareness Raising (LAR) in the foreign language classroom. Workshop presented at the 2013 IUP Spring Methodology on Foreign  Language Teaching, Indiana University of Pennsylvania, Indiana, Pennsylvania.

Lenardón, L., Bonilla, C., & Marcos Miguel, N. (2011, July 6-9). Consciousness raising tasks in L2  Spanish instruction. Paper presented at the AATSP 93rd Annual Conference, Washington, DC.