Irene Checa-Garcia

Education

B.A. Spanish, University of Granada

M.A. Linguistics, University of Granada

Ph.D. Spanish Linguistics, University of Almería

 

Biography

Professor Checa-Garcia specializes in Hispanic Linguistics, using a usage-based approach for its study, Corpus Linguistics, and Conversation Analysis. In addition, she has collaborated with people in order disciplines, such as communication disorders and spatial statistics. She is currently the director of the Linguistics Lab at Hoyt. More information on her research can be found there and also in her personal website; a list of publications and some of the publications and conference presentations can be found in her academia.edu site. 

 

Research interests

Resumptive pronouns, functional motivations for grammar, toddlers requests, pragmatics and grammar interface, corpus linguistics, conversation analysis, insubordination. 

 

Teaching

SPAN 3030: 3rd Year Spanish for Heritage Speakers

SPAN 3060: 3rd Year Spanish II 

SPAN 4080/5080: Spanish Morphosyntax

SPAN 3080: Spanish in the USA

SPAN 3300: Introduction to Hispanic Linguistics

SPAN 4090/5090: Spanish Phonetics and Phonology

SPAN 4070/5070: Hispanic Sociolinguistics

SPAN 4990: Spanish as a Heritage Language: Teaching and Maintenance

SPAN 5990: Internship

And other courses at other institutions (see her personal website for more information).

 

Selected Publications

Books:

Checa-Garcia, I. & Marqués-Pascual, L. (2023) Current Perspectives in Spanish Lexical Development, De Gruyter-Mounton. 

 

Checa-Garcia, I. (2005) Medidas del desarrollo sintáctico en escolares almerienses (12 a 18 años): Hitos descriptivos y aportes metodológicos, 

Servicio de Publicaciones de la Universidad de Almería. 

 

Most Recent Articles:

Marqués-Pascual, L. & Checa-Garcia, I. (In Press) The impact of a study abroad experience on the use of discourse markers by heritage speakers and L2 learners, to appear in: Spanish as a Heritage Language. 

 

Checa-Garcia, I. (2024) Third gender marking in Spanish: Evaluation of current options from a linguistic change point of view, Ex æquo 49, 123-38. 

 

Checa-Garcia, Irene (2023) An experimental approach to colloquiality perception in L1 and L2 Spanish, Register Studies 5(1), 111-135. 

 

Marqués-Pascual, L. & Checa-Garcia, I (2023) Lexical development of Spanish heritage and L2 learners in a study abroad setting, Study Abroad Research in Second Language Acquisition and International Education 8(1), 115-141. 

 

García Cardona, J. & Checa-Garcia, I. (2022) Coloquialidad en el aula y percepción del estilo de enseñanza del docente universitario: varios estudios de caso, Oralia: Análisis del discurso oral 25 (1), 35-56. 

 

Checa-Garcia, I. (2019) Resumptive elements in Spanish relative clauses and processing difficulties: A multifactorial analysis, Folia Linguistica 53(2), 479-517. 

 

Checa-Garcia, I. (2019) Test validity in morphosyntactic measures for typical and SLI incipient Spanish-English bilinguals, Language Testing 36(1), 77-100. 

 

Checa-Garcia, I. (2016) Prosodic cues in relative clauses disambiguation: bilinguals vs. L2 learners, Journal of New Approaches in Educational Research 5(2), 74-80. 

 

Checa-Garcia, I. (2015) La sociolingüística en un programa de lenguas a nivel universitario, Ometeca 21, 143-163. 

 

Checa-Garcia, I. (2014) Asking for things without words: Embodiment of action onset as a toddlers’ communication tool, in Catherine Box, Christine M. Jacknick, Hansun Zhang Waring (Ed.) Talk in Institutions, 29-45. Cambridge Scholars. 

 

Checa-Garcia, I. & Domènech, C. (2014) Recolectando resultados: El portafolio en el curso de metodología pedagógica, Rocky Mountain Review 68 (1), 32-51.

 

Checa-Garcia, I. (2013) Complejidad gramatical y niveles de dificultad en lecturas de ELE adaptadas y originales, Revista de Lingüística Teórica y Aplicada 51(2), 49-72.