Professor of Spanish
Languages, Literatures and Cultures
Todd Hernández is a Professor of Spanish and Applied Linguistics, and the Language Program Coordinator for Spanish (Spanish Courses 1003-2003). He joined Marquette University’s Department of Languages, Literatures and Cultures in 2004, where he teaches a wide range of courses in Spanish Applied Linguistics, Spanish Language, and Language Teaching Methodology.
Ph.D. 2004; University of Kansas
SPAN 2002 Intermediate Spanish 2
SPAN 4110 Structure of Spanish from a Linguistic Perspective
SPAN 4130 Spanish Pragmatics: Language Use in Context
SPAN 4140 Spanish Second Language Acquisition
EDUC 4931 Advanced Methods in Teaching Spanish
His research focuses on language pedagogy, second language acquisition, and language learning during study abroad. His current research project, which was awarded an American Council on the Teaching of Foreign Languages (ACTFL) Research Priorities Grant, examines the effects of pedagogical intervention on the pragmatic development of Spanish language learners during study abroad in Spain.
- “Explicit Instruction for the Development of L2 Spanish Pragmatic Ability during Study Abroad.” System 96 (2021): 1-18.
- “A Survey of World Language Cooperating Teachers: Implications for Teacher Development.” Foreign Language Annals 52 (2019): 873-890. (co-author with Kelly Moser, Paul A. García, and Pattie Davis-Wiley)
- “Acquiring Pragmatic Competence during Short-Term Study Abroad: The Service Encounter Request.” Journal of Linguistics and Language Teaching 10 (2019): 45-73. (second author: Paulo Boero)
- “L2 Spanish Apologies Development during Short-Term Study Abroad.” Studies in Second Language Learning and Teaching 8 (2018): 599-620.
- “Explicit Intervention for Spanish Pragmatic Development during Short-Term Study Abroad: An Examination of Learner Request Production and Cognition.” Foreign Language Annals 51 (2018): 389-410. (second author: Paulo Boero) Recipient of the ACTFL Research Priorities Grant
- “Explicit Instruction for Request Strategy Development during Short-Term Study Abroad.” Journal of Spanish Language Teaching 5 (2018): 35-49. (second author: Paulo Boero)
- “Language Practice and Study Abroad.” In C. Jones (Ed.), Practice in Second Language Learning. Cambridge: Cambridge University Press, (2018): 197-227.
- “Input Flooding.” In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching, Volume 5. New York: Wiley-Blackwell, (2018): 2794-2799.
- “Acquisition of L2 Spanish Requests in Short-Term Study Abroad.” Study Abroad Research in Second Language Acquisition and International Education 1 (2016): 186-216.
- “Short-Term Study Abroad: Perspectives on Speaking Gains and Language Contact.” Applied Language Learning 26 (2016): 65-89.
- “Impact of Instruction on the Use of L2 Discourse Markers.” Journal of Second Language Teaching and Research 2 (2013): 3-32. (second author: Eva Rodríguez-González)
- "The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study Abroad Context.” Reprint in M. Evans (Ed.), Second Language Education: Major Themes in Education, Volume 4. London and New York: Routledge, (2013): 91-118.
American Council on the Teaching of Foreign Languages (ACTFL) Research Priorities Grant