Peer-reviewed articles

***Please email us for copies of any of the following articles: lobolanguage (at) unm (dot) edu

Shin, Naomi & Rosa Vallejos. 2023. Demostrativos y posesivos. In Guillermo Rojo, Victoria Vázquez Rozas, & Rena Torres-Cacoullos (Eds.), Sintaxis del español Sintaxis del español / The Routledge Handbook of Spanish Syntax.

Shin, Naomi, Alejandro Cuza & Liliana Sánchez. Forthcoming (accepted). Structured variation, language experience, and crosslinguistic influence shape child heritage speakers’ Spanish direct objects. To appear in Bilingualism: Language and Cognition.

Tomaszewski, P., Krzysztofiak, P., Morford, J. P. & Eźlakowski, W. (2022). Effects of age-of-acquisition on proficiency in Polish Sign Language: Insights to the critical period hypothesis. Frontiers in Psychology, 13, 896339. doi: 10.3389/fpsyg.2022.896339 

Shin, Naomi. 2022. Está abriendo, la abrió: Lexical knowledge, verb type and grammatical aspect shape child heritage speakers’ direct object omission in Spanish. International Journal of Bilingualism.

Lease, Sarah, Naomi Shin, & Emily Bird. In press. Community norms and lexical frequency shape U.S. bilingual children’s subject pronoun expression. To appear in Heritage Language Journal.

Shin, Naomi L. & Karen Miller. 2022. Children’s acquisition of morphosyntactic variation. Language Learning and Development 18(2), 125-150.

Forrest, A. Fall 2022. Rethinking Difference: How bilingualism research helps combat linguistic bias. Soleado Newsletter. Dual Language Education of New Mexico. Rethinking Difference - How Bilingualism Research Helps Us Combat Linguistic Bias

Lease, Sarah. 2022. Spanish in Albuquerque, New Mexico: Spanish-English adults' and children's vocalic realizations. Languages 7(1), 53. 

Brown, E. L. & N. Shin. (2022). Acquisition of cumulative conditioning effects on words: Spanish-speaking children's [subject pronoun + verb] usage. First Language.

Shin, N., Marchesi, M. & Morford, J. P. (2021). Pathways of development in child heritage speakers’ use of Spanish demonstratives. Spanish as a Heritage Language 1(2), 222-246.

Bosworth, R. G., Binder, E. M., Tyler, S. C. & Morford, J. P.  (2021). Automaticity of lexical access in deaf and hearing bilinguals: Cross-linguistic evidence from the color Stroop task across five languages. Cognition, 212, 104659. doi: 10.1016/j.cognition.2021.104659. ASL Summary

Morford, J. P. & Kroll, J. F. (2021). Bilingualism in deaf and hearing signers: A window into the dynamics of language variation. In W. Francis (Ed.), Bilingualism Across the Lifespan: Opportunities and Challenges for Cognitive Research in a Global Society. New York: Routledge.

Shin, N.L. & Miller, K. (2021). Children's acquisition of morphosyntactic variation. Language Learning and Development. Download here.

Shin, N.L. (2021). Acquiring constraints on variable morphosyntax: Subject-verb ~ verb-subject word order in child Spanish. In M. Díaz-Campos (ed.), Handbook of Variationist Approaches to Spanish, 425-436. Routledge.

Shin, N. L. & D. Ramírez-Urbaneja. (2021). El desarrollo de la morfosintaxis durante la niñez: el caso de los hablantes de herencia en EEUU. In D. Pascual y Cabo & J. Torres (eds.), Aproximaciones al estudio del español como lengua de herencia, 24-38. Routledge.

Shin, N.L. (2021). Testing Interface and Frequency Hypotheses: Bilingual Children’s Acquisition of Spanish Subject Pronoun Expression. In A. Nardy, A. Ghimenton, & J.-P. Chevrot (eds.), Sociolinguistic variation and language acquisition across the lifespan, 82-101. John Benjamins.

Villwock, A., E. Wilkinson, P. Piñar, & J.P. Morford. 2021. Language development in deaf bilinguals: Deaf middle school students co-activate written English and American Sign Language during lexical processing. Cognition 211. Download here.

Shin, N.L. & J.P. Morford. (2021). Demonstratives in Spanish: Children’s developing conceptualization of interactive space. In Juan J. Colomina-Almiñana & Sandro Sessarego (eds). Linguistic patterns in Spanish and beyond: Structure, Context and Development, 285-301. Routledge.

Wilkinson, E. & Morford, J.P. (2020). How bilingualism contributes to healthy development in deaf children: A public health perspective. Maternal and Child Health Journal. https://doi.org/10.1007/s10995-020-02976-6

Shin, N., L. Hinojosa-Cantú, B. Shaffer, & J.P. Morford. (2020). Demonstratives as indicators of interactional focus: Spatial and social dimensions of Spanish este/esta and ese/esa. Cognitive Linguistics in 2020 31(3): 485-514. DOI: 10.1515/cog-2018-0068.

Sutton, A., Trudeau, N., Morford, J. P., & Smith, M. (2020). Expressive and receptive use of speech and graphic symbols by typically developing children: What skills contribute to performance on structured sentence-level tasks? International Journal of Speech-Language Pathology. doi: 10.1080/17549507.2020.1756406.

Hou, L. & Morford, J. P. (2020). Using sign language collocations to investigate acquisition. A commentary on Ambridge (2019). First Language. doi:10.1177/0142723720908075.

Goeble-Mahrle, T. & N.L. Shin. (2020). A corpus study of child heritage speakers' Spanish gender agreement. International Journal of Bilingualism.

Morford, J., B. Shaffer, N. Shin, P. Twitchell, & B. (2019). Petersen. An Exploratory Study of ASL Demonstratives. Languages 4(4), 80. Special Issue: HDLS 13: Challenges to Common Beliefs in Linguistic Research.

Shin, N.L., B. Rodríguez, A. Armijo & M. Perara-Lunde. (2019). Child heritage speakers’ comprehension and production of direct object clitic gender in Spanish. Linguistic Approaches to Bilingualism 9(4/5), 659-686.

Shin, N.L. (2018). Child heritage speakers' Spanish morphosyntax: Rate of acquisition and crosslinguistic influence. In K. Potowski (ed.), Handbook of Spanish as a Heritage Language, 235-253. Routledge.

Chee, M. (2017). An Introduction to the Acquisition of the Navajo Verb: A Cross-sectional Study of Children Aged 4 years 7 months through 11 years 2 months. Doctoral Dissertation, University of New Mexico, Albuquerque, NM.

Shin, N.L., P. Requena & A. Kemp. (2017). Bilingual and monolingual children’s patterns of syntactic variation: Variable clitic placement in Spanish. In Alejandra Auza and Richard Schwartz (eds.), From typical language development to language disorders in Spanish-speaking children: Language processing and cognitive functions (pp. 63-88). Springer. DOI 10.1007/978-3-319-53646-0

Shin, N.L. (2016). Acquiring patterns of morphosyntactic variation: Children’s Spanish subject pronoun expression. Journal of Child Language 43(4), 914-947. DOI:10.1017/S0305000915000380.

Shin, N.L. & J. Van Buren. (2016). Maintenance of Spanish subject pronoun expression patterns among bilingual children of farmworkers in Washington/Montana. Spanish in Context 13(2), 173-194. https://doi.org/10.1075/sic.13.2.01shi

Shin, N.L. (2016). Children’s Spanish subject pronoun expression: A developmental change in tú? In S. Sessarego & F. Tejedo (Eds.). Spanish Language and Sociolinguistic Analysis, pp. 155-176. Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/ihll.8.06shi

Twitchell, P., Morford, J. P. & Hauser, P. C. (2015). Effects of SES on literacy development in deaf signing bilinguals. American Annals of the Deaf, 159(5), 433–446.

Shin, N.L. & D. Erker. (2015). The emergence of structured variability in morphosyntax: Childhood acquisition of Spanish subject pronouns. In A. Carvalho, R. Orozco & N. Shin (eds.), Subject pronoun expression in Spanish: A cross-dialectal perspective, 171-191. Washington DC: Georgetown University Press.

Trudeau, N., Sutton, A., & Morford, J. P. (2014). An investigation of developmental changes in interpretation and construction of graphic symbol sequences through systematic combination of input and output modalities. Augmentative and Alternative Communication, 30(3), 187-199, doi:10.3109/07434618.2014.940465.

Shin, N.L. & H. Cairns. (2012). The development of NP selection in school-age children: Reference and Spanish subject pronouns. Language Acquisition 19(1), 3-38. https://doi.org/10.1080/10489223.2012.633846

Shin, N.L. (2012). Variable use of Spanish subject pronouns by monolingual children in Mexico. In K. Geeslin & M. Díaz-Campos (eds), Proceedings of the 2010 Hispanic Linguistics Symposium, 130-141. Cascadilla Proceedings Project.

Morford, J. P. & Hänel-Faulhaber, B. (2011). Homesigners as late learners: Connecting the dots from delayed acquisition in childhood to sign language processing in adulthood. Language and Linguistics Compass, 5 (8), 525–537. doi:10.1111/j.1749-818X.2011.00296.

Trudeau, N., Sutton, A., Morford, J., Côté-Giroux, P., et Pauzé, A.-M. (2010). Strategies in construction and interpretation of graphic symbol utterances by individuals with disabilities who use AAC systems. Augmentative and Alternative Communication, 26 (4), 299-312. (Voted Most Significant Research Article published in the AAC Journal in 2010).

Trudeau, N., Morford, J. P., & Sutton, A. (2010). The role of word order in the interpretation of canonical and non-canonical graphic symbol utterances: A developmental study. Augmentative and Alternative Communication, 26 (2), 1–14.

Sutton, A., Trudeau, N., Morford, J., Rios, M. & Poirier, M.-A. (2010). Young children have difficulty constructing and interpreting simple utterances composed of graphic symbols. Journal of Child Language, 37, 1-26.

Shin, N.L. & H. Cairns. (2009). Subject pronouns in child Spanish & continuity of reference. In J. Collentine, B. Lafford, M. García & F. Marcos Marín (eds.) Proceedings of the 11th Hispanic Linguistics Symposium, 155-164. Cascadilla Proceedings Project.

Morford, J. P., Grieve-Smith, A. B., MacFarlane, J., Staley, J. & Waters, G. S. (2008). Effects of language experience on the perception of American Sign Language. Cognition, 109, 41-53.

Trudeau, N., Sutton, A., Dagenais, E., de Broeck, S. & Morford, J. P. (2007). Construction of graphic symbol utterances by children, teenagers, and adults: The impact of structure and task demands. Journal of Speech, Language & Hearing Research, 50, 1314-1329.

Shaffer, B. (2006). Deaf Children’s Acquisition of Modal Terms. In B. Schick, M. Marschark, & P. Spencer (Eds.), Advances in the Sign Language Development of Deaf Children. Oxford University Press, 291–313.

Morford, J. P. (2004). Der Altersfaktor im Gebärdenspracherwerb: Eine Neuinterpretation. (The age factor in signed language acquisition: A new interpretation.) Das Zeichen, 66: 85-88.

Morford, J. P. (2003). Grammatical development in adolescent first language learners. Linguistics, 41 (4), 681 – 721, doi:10.1515/ling.2003.022.

Morford, J. P. (2002). The expression of motion events in homesign. Journal of Sign Language & Linguistics. 5:1, 55-71, doi:10.1075/sll.5.1.05mor.

Chamberlain, C., Morford, J. P. & Mayberry, R. I. (Eds.), Language acquisition by eye. Mahwah, NJ: Lawrence Erlbaum Associates, 2000.

Morford, J. P. (2000). Delayed phonological development in ASL: Two case studies of deaf isolates. Recherches linguistiques de Vincennes, 29, 121-142, doi:10.4000/rlv.1202.

Sutton, A. E. & Morford, J. P. (1998). Constituent order in picture pointing sequences produced by speaking children using AAC. Applied Psycholinguistics, 19 (4), 525-536.

Morford, J. P. & Goldin-Meadow, S. (1997). From here and now to there and then: The development of displaced reference in homesign and English. Child Development, 68 (3), 420-435.