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ALEJANDRO CUZA Associate Professor of Spanish and Linguistics

Purdue University

Stanley Coulter Hall. 640 Oval Drive.West Lafayette, IN. 47907. USA acuza@purdue.edu / http://acuza.weebly.com

EDUCATION 2008 Ph.D., Hispanic Linguistics. University of Toronto. Canada.

Adviser: Professor Ana Teresa Pérez-Leroux 2001 M.A., Hispanic Linguistics. University of Ottawa. Canada.

Adviser: Professor Juana Muñoz Liceras

1996 B.A. (honors). English Philology. Universidad de Oriente. Santiago de Cuba. Cuba.

RESEARCH INTERESTS

Second and heritage language acquisition, child bilingual development, Spanish syntax and semantics, bilingualism, Spanish in the United States, Cuban Spanish.

ACADEMIC POSITIONS April-June Invited Professor. Department of Spanish Philology, Modern 2016 and Classic. University of Balearic Islands. Palma de Mallorca, Spain. 2016-pres. Research Associate. Department of Spanish Philology, Modern and Classic.

University of Balearic Islands. Palma de Mallorca. Spain. 2014-pres. Associate Professor of Spanish and Linguistics University Faculty Scholar Director, Advanced Spanish and Heritage Spanish Programs Purdue University. Department of Spanish and Portuguese.

West Lafayette, Indiana.

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2014-2015 Resident Director, WIP Program (Wisconsin, Indiana and Purdue Universities in Madrid). University Complutense of Madrid, Spain.

2008-2014 Assistant Professor of Spanish and Linguistics Director, Advanced Spanish and Spanish Heritage Language Programs Purdue University. Department of Spanish and Portuguese.

West Lafayette, Indiana.

2007-2008 Assistant Professor of Hispanic Linguistics Director, Basic Language Program University of Illinois at Chicago. Department of Spanish, French, Italian and Portuguese. Chicago, Illinois.

2005-2007 Spanish Instructor Brock University. Department of Modern Languages and Cultures.

St. Catharines, Ontario. Canada. 2002-2007 Teaching Assistant University of Toronto, Department of Spanish and Portuguese. Toronto, Ontario. Canada. 2000-2001 Teaching Assistant

University of Ottawa. Department of Modern Languages and Literatures Ottawa, Ontario. Canada.

GRANTS, FELLOWSHIPS and AWARDS Extramural Funding

2016 University of Balearic Islands, Spain. 7,361.46 euros Spanish-Catalan Early Bilingual Development Office of Research Development. UIB. Palma de Mallorca. 2015-2019 National Institutes of Health (NIH) $1.26 million PI: S. San Miguel. Co-PI: A. Cuza, W.D. Burgess, L. Carleton, K. Davies. 2005-2006 SSHRC Doctoral Fellowship $20,000 Social Sciences and Humanities Research Council of Canada. Federal Government of Canada. 2003-2004 Ontario Graduate Scholarship (OGS) $15,000 Government of Ontario, Canada. 2002-2003 Ontario Graduate Scholarship (OGS) $15,000 Government of Ontario, Canada.

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Purdue University 2016 Study Abroad International Learning Grant $15,000 Office of International Programs 2016 ASPIRE Grant. College of Liberal Arts. $1,500 2015 Community Engagement Research Award $5,000 College of Liberal Arts. 2014-2019 University Faculty Scholar Award. Office of the Provost. $50,000 2013 The development of bilingual grammars during childhood $2, 000 and its effects on Children’s Performance in the STEM School Curriculum. PI: E. Benedicto. Co-PI: A. Cuza. 2013-2014 Enhancing Research in the Humanities and the Arts Grant $48,026.20 PI: A. Cuza; Co-PIs: D. Olson, L. Czerwionka, B. Brown, F. Roberts, E. Benedicto 2013 Community Engagement Research Award $5,000 College of Liberal Arts

2013 Purdue University’s nominee for Lynton Award for the Scholarship of Engagement. The New England Resource Center for Higher Education.

University of Massachusetts. 2013 College of Liberal Arts’ nominee for Faculty Engagement Scholar Award

Office of Engagement. 2012 Clifford Kinley Trust Award $20,000

Office of the Vice President for Research PI: A. Cuza; Co-PIs: L. Miller; A. Pasquarella; Becky Xi Chen 2012 PRF Summer Faculty Grant $8,000 College of Liberal Arts 2011 Service Learning Faculty Development Grantee $2,000 College of Liberal Arts 2011 Dammon Dean’s Scholars Mentor $250 2011 Instructional Equipment Allocation Grant $5,888 College of Liberal Arts 2008 International Travel Grant $1400 2008 Dammon Dean’s Scholars Mentor $500 University of Toronto 2005 Milton A. Buchanan Travel Fellowship $2,500 Department of Spanish and Portuguese. University of Toronto.

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PUBLICATIONS Books

Cuza, A. & Guijarro-Fuentes, P. (in progress). Language Acquisition and Contact in the Iberian Peninsula. De Gruyter Mouton. Studies on Language Acquisition Series.

Cuza, A. (forthcoming). Cuban Spanish Dialectology: Variation, Contact and Change.

Washington D.C: Georgetown University Press.

Cuza, A. Czerwionka, L. & Olson, D. (2016). Inquires in Hispanic Linguistics: From Theory to Empirical Evidence. Amsterdam: John Benjamins.

Refereed Journal Articles

Cuza, A., Miller, L. Pérez-Tattam, R. & Ortiz-Vergara, M. (accepted). Structure complexity effects and vulnerable domains in child heritage Spanish: The case of Spanish personal a. International Journal of Bilingual Education and Bilingualism.

Czerwionka, L. & Cuza, A. (forthcoming). The L2 acquisition of Spanish service

industry requests in an immersion context. Hispania. Cuza, A. & López-Otero, J.C. (forthcoming). The acquisition of the semantic values

of the Spanish present and progressive forms in heritage speakers and L2 learners. Spanish Review of Applied Linguistics.

Cuza, A. (2016). The status of interrogative subject-verb inversion in Spanish-English

bilingual children. Lingua, 180, 124-138. Cuza, A. & Pérez-Tattam, R. (2016). Grammatical gender selection and phrasal

word order in child heritage Spanish: A feature reassembly approach. Bilingualism: Language and Cognition, 19, 50-68.

Cuza, A. & Frank, J. (2015). On the role of experience and age-related effects:

Evidence from the Spanish CP. Second Language Research, 31, 3-28.

Cuza, A., Pérez-Leroux, A. T., & Sánchez, L. (2013). The role of semantic transfer in clitic-drop among simultaneous and sequential Chinese-Spanish bilinguals. Studies in Second Language Acquisition, 35(1), 93-125.

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Cuza, A. (2013). Cross-linguistic influence at the syntax proper: interrogative subject-verb inversion in heritage Spanish. The International Journal of Bilingualism, 17(1), 71-96.

Cuza, A., Guijarro-Fuentes, P., Pires, A., & Rothman, J. (2013). The syntax-semantics

of bare and definite plural subjects in the L2 Spanish of English natives. The International Journal of Bilingualism, 17(5), 632-652.

Cuza, A. & Frank, J. (2011). Transfer effects at the syntax-semantics interface: The

case of double-que questions in heritage Spanish. The Heritage Language Journal, 8(2), 66-89.

Pérez-Leroux, A.T., Cuza, A. & Thomas, D. (2011). Clitic placement in

Spanish/English bilingual children. Bilingualism: Language and Cognition, 14(2), 221-232.

Cuza, A. (2010). The L1 attrition of the Spanish present tense. Hispania, 93(2),256-

272. Cuza, A. (2010). The L2 acquisition of aspectual properties in Spanish. Canadian

Journal of Linguistics, 55(2), 1001-1028. Refereed Book Chapters

Cuza, A. & Camacho, J. (forthcoming). Pronominal subject expression with inanimate reference in heritage speakers of Cuban Spanish. In Alejandro Cuza (Ed.), Cuban Spanish Dialectology: Variation, Contact and Change. Washington, D.C: Georgetown University Press.

Cuza, A., Miller, L., & Ortiz, M. (forthcoming). On the production of differential

object marking and wh-question formation in native and non-native Spanish. In Anahí Alba de la Fuente, Elena Valenzuela & Cristina Martínez-Sanz (Eds.), Language Acquisition Beyond Parameters: Studies in honor of Juana Liceras. Amsterdam: John Benjamins.

Cuza, A. (forthcoming). Introduction: New facets in Cuban Spanish research. In

Alejandro Cuza (Ed.), Cuban Spanish Dialectology: Variation, Contact and Change. Washington, D.C: Georgetown University Press.

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Cuza, A., Czerwionka, L. & Olson, D. (2016). Introduction. In Alejandro Cuza, Lori Czerwionka and Daniel Olson (Eds.), Inquiries in Hispanic Linguistics: From Linguistic Theory to Empirical Evidence. Amsterdam: John Benjamins.

Colantoni, L., Cuza, A. & Mazzaro, N. (2016). Task-related effects in the prosody of

Spanish heritage speakers and long-term immigrants. In Megan Armstrong, Nickolas Henriksen, and Maria del Mar Vanrell (eds.), Interdisciplinary Approaches to Intonational Grammar in Ibero-Romance Intonation. Amsterdam: John Benjamins.

Cuza, A. & Miller, L. (2015). The protracted acquisition of past tense aspectual

values in child heritage Spanish. In Rachel Klassen, Juana Liceras & Elena Valenzuela (eds.), Hispanic Linguistics at the Crossroad: Theoretical linguistics, language acquisition and language contact. Amsterdam: John Benjamins.

Cuza, A., Pérez-Tattam, R. Barajas, E., Miller, L., & Sadowski, C. (2013). The

development of tense and aspect morphology in child and adult heritage Spanish: Implications for heritage language pedagogy. In John Schwieter (ed.), Innovative research and practices in second language acquisition and bilingualism (pp.193-220) Amsterdam: John Benjamins.

Pérez-Leroux, A.T., Cuza, A. & Thomas, D. (2011). From parental attitudes to input

condition Spanish-English bilingual development in Toronto. In Kim Potowski and Jason Rothman (Eds.), Bilingual Youth: Spanish in English-speaking Societies (pp. 49-176). Amsterdam: John Benjamins.

Pérez-Leroux, A. Cuza, A. Majlanova, M. & Sánchez-Naranjo, J. (2008). Non-native

Recognition of the Iterative and Habitual Meanings of Spanish Preterite and Imperfect Tenses. In Juana Liceras, Helmut Zobl and Helen Goodluck (Eds.), The Role of Formal Features in Second Language Acquisition (pp.432-451). Mahwah, NJ: Lawrence Erlbaum.

Liceras, J., Mongeon, C., Cuza, A., Senn, C. & Spradlin, T. (2004). La adquisición en

el aula sin input formal: los compuestos ‘exocéntricos’ de las interlenguas del español (Classroom acquisition without formal input: ‘exocentric’ compounds in the Spanish interlaguages). Revista Electrónica de didáctica del español como lengua extranjera (2004) 1-28. Ministerio de Educación, Cultura y Deporte. Madrid, España. http://www.mepsyd.es/redele/revista/liceras.shtml

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Articles in Refereed Proceedings

Mazaro, N., Cuza, A & Colantoni, L. (2016). Age effects and the Discrimination of consonantal and vocalic contrasts in heritage and native Spanish. In Tortora, C., M. den Dikken, I. Montoya, & T. O'Neill (eds.). (2015). Selected Proceedings from the 43rd Linguistic Symposium on Romance Languages (LSRL). John Benjamins.

Miller, L. & Cuza, A. (2013). On the status of tense and aspect morphology in child

heritage Spanish: An analysis of accuracy levels. In Cabrelli Amaro, J., Judy, T. & Pascual y Cabo, D. (eds.), Proceedings of 12th Generative Approaches to Second Language Acquisition Conference (GASLA 2013) (pp.117-129). Somerville, MA: Cascadilla Proceedings Project.

Cuza, A. & Frank, J. (2010). The acquisition of double que questions in heritage and

L2 Spanish. In Melinda Heijl (ed.), Proceedings of the 2010 Canadian Linguistics Association Annual Conference (CLA 2010) (pp. 1-13). Montreal, Quebec. May, 2010.

Book/article Reviews and Other Publications

Cuza, A. (2015). Review of Bilingual Language Acquisition: Spanish and English in the First Six Years by Carmen Silva-Corvalán. Hispania, 98, 2, 374-375.

Cuza, A. & Pérez-Leroux, A. (2006). I came long time ago: Language attrition in

long-time bilinguals. In Bilingual/Bicultural Family Network Magazine. Cuza, A. (2006). Review of First Language Acquisition by Eve Clark. Journal

Multilingual and Multicultural Development, 27, 2, 162-163. Cuza, A. (2001). Review of “The Interaction of Instruction and Learner-Internal

Factors in the Acquisition of L2 Morphosyntax” by Paul Toth. Boletín de la asociación para la enseñanza del español como lengua extranjera, 24, 96-97.

Cuza, A. (2000). Review of “Reading and Incidental Vocabulary Acquisition” by

Paribakht, T. Sima & M. Wesche. In Boletín de la asociación para la enseñanza del español como lengua extranjera. 91-92.

Manuscripts Submitted

Cuza, A., Miller, L., Pasquarella, A. and Xi-Chen. (submitted). The role of literacy instruction in the development of Spanish as a heritage language during childhood.

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Czerwionka, L. & Cuza, A. (submitted). A sociopragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad.

Work in Progress

Cuza, A., Reyes & Lustres (in progress). Ser/Estar production and interpretation in child and adult heritage speakers of Spanish.

Cuza, A. (in progress). Does a short-term study abroad program really matter?

Evidence from gender agreement in Spanish.

Cuza, A., Miller, L. & López-Otero. (in progress). The expression and distribution of overt subjects in Spanish-English bilingual children of Mexican background.

Cuza, A., Jiao J., & López-Otero, J. (in progress). The production and intuition of

generic and specific reference in Chinese L2 learners of Spanish. Cuza, A., López-Otero, J. & Jiao, J. (in progress). Does typological similarity matter?

Evidence from Differential Object Marking in Brazilian Portuguese/Spanish bilinguals.

Cuza, A. & Guijarro-Fuentes (in progress). Ser/Estar copula asymmetries in Spanish-

Catalan simultaneous bilingual children.

Cuza, A. & Guijarro-Fuentes (in progress). Null objects in Spanish-Catalan child bilinguals.

INTERDISCIPLINARY RESEARCH PROJECTS

• Case marking and generecity in Brazilian Portuguese/Spanish bilinguals (with

Julio López-Otero and Jian Jiao) • The acquisition of null objects and genericity in Chinese L2 learners of Spanish

(with Jian Jiao and Julio C. Lopez Otero). • Gender Concord and copula use among Spanish-Catalan Bilingual Children

(with Pedro Guijarro-Fuentes, University of Balearic Islands). • This Is How We “Role”: Inspiring Future Researchers through Veterinary Medicine (as

Co-PI; Sandy San Miguel as PI). Funded by the National Institute of Health (NIH) (2.26 million)

• The Effects of Heritage Language Instruction on Children’s Academic Growth. Principal Investigator: Alejandro Cuza. Co-investigators: Becky Chen

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(University of Toronto), Lauren Miller (Purdue), Adrian Pasquarella (University of Toronto), Joél Muñoz (Indianapolis School System). Funded research by: Kinley Trust Foundation ($20,000), Purdue University Office of Engagement ($3,500), CLA Office of Engagment ($5,000). January 2012-August 2013. Total funding: $28,500.

• Phonetic L1 Attrition of Heritage Spanish in Contact with English. Co-Principal Investigators: Lauran Colantoni, Alejandro Cuza & Natalia Mazaro.

REFEREED CONFERENCE PRESENTATIONS 2016

Cuza, A. & Guijarro-Fuentes, P. (2016). Copula distribution in the Catalan and Spanish grammars of child and adult bilinguals. Boston University Conference in Language Development (BUCLD 41). November 4-6, 2016.

Czerwionka, L. & Cuza, A. (2016). The L2 acquisition of Spanish requests in an immersion context. Oral Presentation. International Conference of Pragmatics. Indiana University. November 9, 2016.

Cuza, A. & Camacho, J. (2016). Heritage speakers do better than we think: Pronominal subject expression in Cuban heritage Spanish. Oral presentation. Hispanic Linguistics Symposium. Georgetown University. October 7-9, 2016. Cuza, A. & López-Otero, J.C. & Jiao, J. (2016). Does typological similarity matter? Evidence from Differential Object Marking in Brazilian Portuguese/Spanish bilinguals. Oral presentation. 35th Second Language Research Forum (SLRF 16). Teachers College. Columbia University. September 22-25, 2016. López-Otero, J.C. & Cuza, A. (2016). On the aspectual values of the Spanish progressive and simple present in L2 learners and heritage speakers. Oral presentation. Hispanic Linguistics Symposium. Georgetown University. October 7-9, 2016. López-Otero, J.C. & Cuza, A. (2016). Bilingualism effects at the syntax-semantics interface: Evidence from the Spanish present tense. Oral presentation. Purdue Language Conference. Purdue University. March 3-5, 2016.

Cuza, A. & López-Otero, J.C. (2016). The acquisition of the semantic values of the Spanish present in L2 and heritage Spanish. Oral presentation. International Workshop in Hispanic Sociolinguistics (WSS8). Universidad de Puerto Rico at Río Piedras. April 2016.

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López-Otero, J.C. & Cuza, A. (2016). Bilingualism effects at the syntax-semantics interface: Evidence from the Spanish present tense. Oral presentation. Purdue Language Conference. Purdue University. March 3-5, 2016.

2015

Miller, L., Cuza, A. Pasquarella, A and Chen, Xi. (2015). Advantages of early pedagogical intervention in the acquisition of Spanish as a heritage language during childhood. Oral presentation. Second Language Research Forum. Georgia State University. October 29-31, 2015. Czwerwionka, L. & Cuza, A. (2015). The acquisition of L2 requests in Spanish during short-term study abroad. Oral presentation. Hispanic Linguistics Symposium. University of Illinois Urbana-Champaign. September 25-27, 2015.

Mazzaro, N., Colantoni, L., Cuza, A. (2015). The role of age of onset of acquisition and length of exposure to English in the production of Spanish consonantal contrasts. Oral presentation. Hispanic Linguistics Symposium. University of Illinois Urbana-Champaign. September 25-27, 2015. Mazzaro, N., Colantoni, L., Cuza, A. (2015). The production of Spanish vowels by early and late Spanish-English bilinguals. Oral presentation. 6th International Conference on Experimental Linguistics. June 26-27, Athens, Greece

2014

Cuza, A. Miller, L. & Pérez-Tattam, R. (2014). “Bilingual success above and beyond the dominance shift: Evidence from the Spanish personal –a in child and adult heritage Spanish.” Oral presentation. Linguistic Symposium on Romance Languages (LSRL43). University of Western Ontario. London, Ontario. May 2-4, 2014.

2013

Cuza, A. Miller, L. & Ortiz, M. (2013).“Developmental asymmetries in early child bilinguals: Evidence from differential object marking and aspectual distinctions in Spanish.” Oral presentation. Hispanic Linguistics Symposium, University of Ottawa (Ottawa, Canada, October 2013).

Mazzaro, N., Cuza, A. & Colantoni, L. (2013). “Perception of consonantal and vocalic contrasts in heritage and native Spanish speakers.” Paper accepted for oral presentation at the Linguistic Symposium on Romance Languages (LSRL43). Hunter College (CUNY). New York, NY. April 17-19, 2013.

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Miller, L. & Cuza, A. (2013). “On the status of tense and aspect morphology in child heritage Spanish: An analysis of accuracy levels and areas of divergence across different age groups.” Poster presentation at 12th Generative Approaches to Second Language Acquisition Conference (GASLA 12). University of Florida, Florida. April, 2013.

2012

Cuza, A. & Pérez-Tattam, R. (2012). “Grammatical gender selection and phrasal word order in the grammar of Spanish/English bilingual children.” Oral presentation, Linguistic Symposium on Romance Languages (LSRL42). Southern Utah University, April 20-22, 2012.

Cuza, A. & Strik, N. (2012). “Patterns of morphosyntactic convergence and child

L1 attrition: Evidence from subject-verb inversion in Spanish-English bilingual children”. Oral presentation, Linguistic Symposium on Romance Languages (LSRL42). Southern Utah University, April 20-22, 2012.

Cuza, A. & Rocío Pérez-Tattam (2012). “Gender features selection and phrasal word order in simultaneous Spanish/English bilingual children”. Poster presentation, Hispanic Linguistic Symposium. University of Florida. October 25-28, 2012.

Cuza, A., Pérez-Tattam, R. Barajas, E., Miller, L., & Sadowski, C (2012). “The Development of Aspectual Morphology in Child and Adult Heritage Spanish”. Oral presentation, Hispanic Linguistic Symposium. University of Florida. October 25-28, 2012.

Cuza, A & Strik, N. (2012). Interrogative Inversion in Spanish-English Bilingual

Children: Cross-linguistic Influence and L1 Attrition in Spanish. Conference on Formal Approaches to Heritage Language. Amherst MA, April 21-22.

2011

Cuza, A. & Barbosa, M. (2011). “Does structural overlap matter? Evidence from object drop in English-Brazilian Portuguese bilinguals.” 36th Boston University Conference on Language Development (BUCLD 36). November 4-6, 2011.

Cuza, A & Frank, J. (2011). “Syntactic optionality in the near-native grammar of

Spanish L2 learners and heritage speakers: Structural ambiguity and input factors.” Hispanic Linguistics Symposium. University of Georgia, Athens. October 2011.

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Cuza, A. & Strik, N. (2011). “On interrogative inversion in early Spanish-English bilingual children: Beyond incomplete development.” Language Acquisition Workshop. University of Toronto. July 14, 2011. Department of French Studies/Department of Linguistics.

Cuza, A. (2011). “Syntactic transfer in Spanish-English bilingual children: the case

of interrogative inversion.” 12th International Congress for the Study of Child Language. Université de Québec a Montreal. Montreal. Canada, July 2011.

Cuza, A., Pérez-Leroux, A.T., & Sánchez, L. (2011). “The role of semantic transfer

in clitic-drop among Chinese L1-Spanish L2 bilinguals.” Linguistic Symposium on Romance Languages (LSRL41). University of Ottawa. Canada. May, 2011.

Cuza, A., Pérez-Leroux, A.T., & Sánchez, L. (2011). “The role of semantic transfer

in clitic-drop among Chinese L1-Spanish L2 bilinguals.” 11th Generative Approaches to Second Language Acquisition Conference (GASLA 11). University of Washington, Seattle. March, 2011.

2010

Cuza, A. & Frank, J. (2010). “Que cuándo fue que fue: The development of double que questions in Spanish heritage speakers and L2 learners.” Hispanic Linguistic Symposium. Indiana University. October, 2010.

Cuza, A., Fukada A., Ginther A., (2010). “Online vs. offline oral testing: Theoretical

and practical implications for Spanish language programs.” Language Teaching in increasingly Multilingual Environments: From Research to Practice. University of Warsaw, Warsaw. Poland. September, 2010.

Cuza, A. & Frank, J (2010). “On the incomplete acquisition of the Spanish CP:

Evidence from doubly-filled comp structures.” Canadian Linguistic Association Conference. Concordia University. Montreal, Quebec, Canada. May 2010.

2009

Cuza, A. (2009). “Atrición morfosintáctica en el español nativo: opcionalidad fuera de las interfaces.” Hispanic Linguistic Symposium. University of Rio Piedras. San Juan, Puerto Rico. October, 2009.

Cuza, A., Pérez-Leroux, A.T & Thomas D. (2009). “Attitudinal factors and syntactic

transfer in the grammar of Spanish-English bilingual children.” 7th International Symposium on Bilingualism (ISB7). The Utrecht Institute of Linguistics OTS (UiL OTS) of Utrecht University. The Netherlands.

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Pérez-Leroux, A.T., Thomas, D. & Cuza, A. (2009). “How transfer happens in narrow syntax: A study of clitic placement in two groups of Spanish-speaking children in Toronto.” Workshop on Heritage Languages. University of Toronto. Canada.

Cuza, A. (2009). “On the L2 representation of the Spanish present tense.” 10th

Generative Approaches to Second Language Acquisition Conference (GASLA 10). University of Illinois at Urbana-Champaign. March 2009.

Cuza, A., (2009). “Incomplete acquisition and L1 attrition of subject verb inversion

in Spanish: optionality outside the interfaces.” Linguistic Symposium on Romance Linguistics (LSRL39). University of Arizona. March 2009.

Pérez-Leroux, A. T., D. Thomas and A. Cuza. 2009. Transfer in narrow syntax:

Clitic placement in Spanish/English bilingual children. Toronto Workshop on Heritage Languages. U. of Toronto, May 2009.

2008

Cuza, A., Pérez-Leroux, A.T & Thomas, D. (2008). “Input conditions and parental attitudes in the developing grammar of Spanish/English bilingual children.” Hispanic Linguistic Symposium. Université de Laval. Quebec. Canada. October 2008.

Cuza, A., Guijarro-Fuentes, P., Judy, T. and Rothman, J. (2008). “Examining the DP

in Non-Native Spanish: Implications for Adult Feature Acquisition and Interface Vulnerability.” Linguistic Symposium of Romance Languages (LSRL38). University of Illinois Urbana-Champaign. April, 2008.

Guijarro-Fuentes, Cuza, A., Judy, T. and Rothman, J. (2008). “The acquisition of

adjectives in instructed Spanish: The role of individual characteristics.” Annual Conference, British Association of Applied Linguistics. Language Learning and Teaching SIG. University of Greenwich. UK. July 2008.

Cuza, A. & Thomas, D. (2008). “From parental attitudes to input conditions: A look

at Spanish-English bilingual development in Toronto.” Annual Conference, American Association of Applied Linguists (AAAL). Washington, DC.

Cuza, A. Guijarro-Fuentes, A., Judy, T. and Rothman, J. (2008). “Adult Feature

Acquisition, Interface Vulnerability and the DP in L2 Spanish.” 31st GLOW Colloquium: Generative Linguistics in the Old World. Newcastle University. UK. 2008.

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2007 Cuza, A. (2007). “The L1 attrition of the semantic properties of the Spanish present

tense.” 6th International Symposium on Bilingualism (ISB6). University of Hamburg. Hamburg, Germany.

2006 Cuza, A. (2006). “L2 indeterminacy and loss in the aspectual domain: a transfer

account.” The Hispanic Linguistic Symposium. The University of Western Ontario. Canada.

Cuza, A. (2006). “Lexical transfer and the acquisition of aspect among Spanish-

English bilinguals.” Language and Linguistics at UofT event. University of Toronto. Canada.

Cuza, A. (2006). “The L2 acquisition of aspectual properties in Spanish.” Ontario

Dialogues on the Acquisition of Spanish and Portuguese.” University of Toronto. Canada.

2005

Cuza, A. (2005). “The temporal properties of the Spanish present: L2 Influence and Non-native Recognition.” Annual Congress of the Social Sciences and Humanities. The University of Western Ontario. London. Ontario. Canada.

Cuza, A. (2005). “Non-Native recognition of the selectional values of the Spanish

present tense.” Ontario Dialogues on the Acquisition of Spanish and Portuguese. The University of Western Ontario. London, Ontario. Canada.

2004

Cuza, A. (2004) “The L2 acquisition and L1 attrition of tense and aspect among adult Spanish-English bilinguals.” 8th Hispanic Linguistics Symposium and the 7th

Conference on the Acquisition of Spanish and Portuguese as First and Second Languages. University of Minnesota, Minneapolis.

2002

Cuza, A. (2002). “The verb movement parameter: L2 Acquisition and L1 loss.” Second Language research Forum 2002 (SLRF). University Toronto, Toronto. Canada.

Cuza, A. (2002). “Attrition and the compounding parameter: L1 Spanish in contact

situation with English L2.” First International Conference on Language Attrition: Interdisciplinary Perspectives on Methodological Issues. Vrije Universitad. Amsterdam, Netherlands.

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Cuza, A., Liceras, L., Spradlin, T & Tremblay, A. (2002). “La alternancia de código (Ana me dijo that she would be here at three) en el lenguaje infantil y el lenguaje adulto: ¿qué nos dice sobre “ser o no ser” bilingüe?” Research Seminar. Dept. of Modern Languages. University of Ottawa. Ottawa, Canada.

Cuza, A. (2002). “Morphosyntactic attrition of NN compounds in Spanish.” 47th

Annual Conference of the International Linguistic Association. York University. Toronto, Canada.

2001

Liceras, L., Cuza, A., Senn, C. & Spradlin, T. (2001). “Morphology and directionality of ‘deverbals’ compounds in non-native Spanish: Problems of directionality or grammatical competence?” Annual Congress of the Social Sciences and Humanities. Université de Laval. Quebec, Canada.

INVITED TALKS AND SYNERGISTIC ACTIVITIES

2016 Cuza, A. (2016). Gender Concord in Spanish-English-Bilingual Children. Invited

Talk. Department of Spanish and Portuguese. University of Toronto, Canada. March 15, 2016.

Cuza, A. (2016). Teaching grammar from a communicative perspective in a formal context: Should we teach grammar or not? Invited lecture in Workshop for Teachers of Spanish as a Second Language. International Center for the Study of Spanish as a Second Language. University of Balearic Islands, Spain (Palma de Mallorca, Spain, May 6 2016).

2015 Cuza, A. (2016). The Development of Spanish as a Heritage Language during Childhood: Attitudinal and Pedagogical Considerations. Invited Colloquium. University of Pennsylvania. Graduate School of Education. December 14, 2015.

Cuza, A. (2015). La adqusición del español como lengua de herencia:

consideraciones teóricas y educacionales. Invited talk. College of Education. Universidad de Islas Baleares (UIB). Mallorca, Spain. May 22, 2015.

Cuza, A. (2015). Experimental methods in heritage language bilingualism: the case of elicited and semi-spontaneous oral production. Invited talk. Department of Spanish Language, Literature Theory and Comparative Literature. Faculty of Philology. Universidad Complutense de Madrid. Madrid, Spain, May 12, 2015.

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Cuza, A. (2015). Research trends in the acquisition of Spanish as a heritage language during early childhood. Invited talk. Department of English Philology. Universidad Complutense de Madrid. Madrid, Spain. March 16, 2015. http://filologia.ucm.es/data/cont/media/www/pag46/Advanced%20Research%20Seminar%20English%20Linguistics_Final.pdf

Cuza, A. (2015). Feature reconfiguration in child heritage speakers of Spanish. Invited talk. Amsterdam Center for Language and Communication, Department of Dutch Linguistics. University of Amsterdam. Amsterdam, Netherlands. March 6, 2014. http://aclc.uva.nl/news-and-events/events/aclc-smart-seminar/all-events/all-events/content/folder/03/6-aclc-seminar-dr-alejandro-cuza.html

Cuza, A. (2015). The issue of linguistic discrimination in study abroad programs. Invited talk. Annual meeting for the Association of American University Programs in Spain (APUNE). February 27-29, 2015. Universidad of León. León, Spain. http://www.diariodevalladolid.es/noticias/castillayleon/universidades-espana-eeuu-analizan-seguridad-discriminaciones-afectan-estudiantes_13074.html

2014

Cuza, A. (2014). El desarrollo morfosintáctico del español como lengua de herencia durante la niñez: Consideraciones teóricas, metodológicas y educacionales. Invited speaker presentation. Department of Spanish Language, Literature Theory and Comparative Literature. Faculty of Philology. Universidad Complutense de Madrid. November 27, 2014.

2013

Cuza, A. (2013). “The role of language activation, bilingual dominance and vocabulary instruction in child heritage Spanish.” Invited speaker presentation. Department of Spanish and Portuguese, Rutgers University. New Brunswick, NJ. October 2013.

Cuza, A. (2013). “The bilingual acquisition of Spanish as a minority language during early childhood: from theory to practice.” Invited speaker presentation. Department of Languages, Emory and Henry College (Emory VA, September 2013).

Cuza, A. (2013). “Research methods in child bilingual development: examining spontaneous production data.” Invited workshop presentation. Department of Applied Psychology and Human Development. Ontario Institute for Studies in Education. University of Toronto. Toronto, Canada. July 2013.

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Cuza, A. (2013). “Developmental asymmetries in child heritage Spanish: From generative theorizing to classroom instruction.” Invited speaker presentation. Department of Applied Psychology and Human Development. Ontario Institute for Studies in Education. University of Toronto. Toronto, Canada. June 2013.

Cuza, A. (2013). What is a publishable paper in linguistics? Tips from a professor." Invited presentation for M.A and Ph.D. students in linguistics. Workshop organized by the Graduate Student Committee at the School of Languages and Cultures, Purdue University. March 25th, 2013.

2012

Cuza, A. (2012). The “Aprendiendo a leer” Program. Bridging Bilingualism Research with Community Engagement. Presentation to Acting President Tim Sands during his visit to CLA. November 1st, 2012.

Cuza, A, (2012). Bilingual/Biliteracy education in the XXI century: How important our

children’s minority language really is? Invited talk at the Afterschool Tutoring Program Professional Development Event (sponsored by Community Schools of Frankfort and Purdue Extension Office). September 5, 2012.

Cuza, A. (2012). The effects of minority language instruction on children’s educational development. Invited speaker presentation at the College of Liberal Arts Diversity Action Forum “Bridging Community to Education”. Purdue University, April 3, 2012.

Cuza, A. (2012). The effects of dual language instruction on children’s academic growth. Invited speaker presentation at the The Indiana Youth Institute, Youth Workers Café. Frankfort, Indiana. January 25th, 2012. Cuza, A. (2012). The “Aprendiendo a leer” Program. Bridging Bilingualism Research with Community Engagement. CLA Interdisciplinary Studies and Community Engagement Fair. October 3, 2012.

2011

Cuza, A. (2011). A service learning approach to heritage language teaching and child bilingualism. Presentation for executives and school officials from Delphi Community School Corporation. Delphi, Indiana. Nov. 2011.

Cuza, A. (2011). El desarrollo bilingüe en la edad infantil: estrategias y recomendaciones para padres hispanos (Bilingual development during school age: strategies and recommendations to Hispanic parents). Invited speaker presentation for Hispanic parents and community members from Frankfort IN. Event sponsored by The Learning Network of Clinton County, Purdue Extension office and Head Start.

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Frankfort, IN. May 9. 2011.

Cuza, A. (2011). The role of semantic transfer in clitic drop among Chinese L1-Spanish L2 bilinguals. Invited speaker. School of Languages and Cultures Faculty Colloquium. Purdue University. March 1, 2011.

2010 Cuza, A. (2010). Null objects in Chinese-speaking learners of Spanish. Guest

lecture. Graduate seminar Experimental Syntax (ENGL 627S / LING 629S) Purdue University (course taught by Prof. Elaine Francis).

2009

Cuza, A. (2009). Input conditions and parental attitudes in the developing grammar of Spanish-English bilingual children. Invited speaker. School of Languages and Cultures Faculty Colloquium. Purdue University. February 2009.

2006

Cuza, A. (2006). Cross-linguistic influence and L1 attrition in the grammar of long-term Spanish immigrants. Guest lecture. Spanish Bilingualism (SPA 324H1) University of Toronto (course taught by Prof. Ana T Pérez-Leroux).

ADMINISTRATIVE RESPONSIBILITIES Aug. 2016-pres. Chair, Linguistics Program Steering Committee 2015-2016 Member, Purdue University Graduate Council 2014-2015 AY Director, WIP/T Program. Wisconsin, Indiana, Purdue and

Tulane Universities in Madrid Universidad Complutense de Madrid. Madrid. Spain Summer 2014 Director, Summer Abroad Program in Madrid Purdue University and Universidad Antonio de Nebrija, Madrid. 2013-present Graduate Advisor for Hispanic Linguistics Program Summer 2012 Director, Summer Abroad Program in Madrid Purdue University and Universidad Antonio de Nebrija, Madrid. 2011-present Director and Founder, Aprendiendo a Leer Program 2011-present Director, Spanish Heritage Language Program 2008-present Faculty Advisor for Service Learning 2008-present Director, Advanced Spanish Program 2007-2008 Director, Spanish Basic Language Program. University of Illinois

at Chicago

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TEACHING Courses Taught

o Graduate level SPAN 562: The Structure of Spanish: Spanish Morphosyntax LC/LING 679: Bilingualism and Language Acquisition (Seminar)

LC/LING 679: Heritage Language Acquisition and Teaching (Seminar) LC/LING 679: Topics on the Acquisition of Spanish Morphosyntax (Seminar) SPAN/FLL 519: Foreign Language Teaching Methodology

FLL/LING 575: Theories in Second Language Acquisition SPAN/LING 557: Generative Second Language Acquisition (Seminar). SPAN 502: Theoretical and Research Foundations of Communicative Language Teaching.

LING/FRE698: Independent Reading in French Applied Linguistics. LING/SHS590: Independent Reading in First Language Acquisition. LING 590: Independent Reading in Second Language Acquisition.

o Undergraduate level

SPAN 362: The Structure of Spanish II: Spanish Morphosyntax and Dialectology SPAN 305: Spanish for Heritage Speakers SPAN 308: Advanced Spanish for Heritage Speakers LC 499: Independent Research in Spanish Bilingualism SPAN498: Independent Research in Spanish Bilingualism SPAN 420: Advanced Spanish Grammar SPAN 220: Intermediate Spanish SPAN 320: Advanced Spanish SPAN 100: Introductory Spanish

SUPERVISION OF GRADUATE AND UNDERGRADUATE STUDENTS Current and Previous Ph.D. students (Major professor and Co-Advisor) • Lauren Miller: Ph.D. in Hispanic Linguistics. The Acquisition of Bare Nominals by

Three Populations of Spanish-English Bilingual Adults (2016) • Cézar Medeiros: Ph.D. in Hispanic Linguistics. Candidate 2017 • Antonio Martín Gómez: Ph.D. in Hispanic Linguistics. Candidate 2018 • Claudia Sadowski. Ph.D. in Hispanic Linguistics. In progress • Lucía Fernández (Bilingual Education, Biliteracy). Universidad Complutense de

Madrid. Co-Advisor with Dr. Auxiliadora Barrios Rodríguez. UCM. Member of Ph.D. dissertation committees

María Yakushkina (in progress); Maria Tineo (in progress), Claudia Castillo (in progress), Fernando Llanos (2016), César Gutiérrez (2016), Miguel A. Rincón (2014),

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La Reina Hingson (2014), Kristin Carlson (2014), Ager Gondra (2013), Muriel Gallego (2010), Wei Zhang (2010).

Member of qualifying Ph.D. examination committees Wei Zhang (2009), Kristin Carlson (2009), Ager Gondra (2010), Muriel Gallego (2010), Miguel Rincon (2011), Claudia Castillo (2013), César Gutiérrez (2013), Fernando Llanos (2013).

External Reader (Ph.D. Dissertations)

• Laura de la Fuente Gonzalez (Universitat Pompeu Fabra, Barcelona, Spain) • Joseph Agbenyegah (2016). The acquisition of L2 pronominal reference by Ewe

speakers of L2 Spanish. Unpublished Ph.D dissertation. Rutgers University. • Silvia Pérez Cortés (2016). Rutgers University.

Current and previous M.A. students (Major professor)

• Nancy Reyes (candidate 2017) • Jian Jiao (candidate 2017). • Eduardo Lustres (candidate 2018) • Julio César López Otero (2016). Bilingualism Effects at the Syntax-Semantics

Interface: Evidence from the Spanish Present Tense. • Jorge Peña (candidate, 2015) (non-thesis) • Kathryn Wadas (2014) (non-thesis) • Lauren Miller (2013). The acquisition of tense and aspect in heritage Spanish. • Mariluz Ortiz (2013). The bilingual acquisition of DOM in child and heritage Spanish. • Elizabeth Barajas (2012). The L2 acquisition of definite and bare plurals in Spanish-

speaking learners of English L2. • Arnold Gamboa (2012). The L2 acquisition of Spanish gender among English-

speaking L2 learners. • Joshua Frank (2011). The acquisition of double-que questions in heritage Spanish. • Mara Barbosa (2011). Null objects in English L1/Portuguese L2 bilinguals. • Cezar Medeiros (2010). Contextual guessing and dictionary use in the L2 acquisition

of vocabulary in Portuguese. Member of M.A. Thesis committees

• Xiao Yang (2014); Nan Zhang (in progress); Maria Yakushkina (2014); Greer Trapkus (2009); Zully Pinilla (2010); Claudia Sadowski (2011).

Chair and member of qualifying M.A. examination committees (without thesis)

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Laura Williams (Chair, 2011), Melinda White (Chair, 2011), Alejandra Vela (Chair, 2011), Andy Noelle (Chair, 2010), Eva Gutiérrez (Chair, 2011), Borja Ruíz de Arbulo (Member, 2010), Elizabeth Rees (Member, 2009).

Previous and Current Undergraduate Research Students (Honors Programs)

• Gustavo López (Spanish and Political Science): University Honors Program and CLA Honors Program (2012-2013)

• Amber Hunnewel (Spanish and Psychology): CLA Honors Program (2012) • Sharon Smith (Spanish and Elementary Education). CLA Honors Program

(2012).

SERVICE TO THE DEPARTMENT, COLLEGE AND UNIVERSITY Department

• Chair, Linguistics Steering Committee. Purdue University (2016-pres) • Director, Advanced Spanish Program (2008-present) • Director, Heritage Spanish Program. (2010-present) • Member of Search Committee for School of Languages and Cultures Headship (Fall 2012-Spring 2013). • Graduate Adviser for Hispanic Linguistics (Fall 2012-present) • Member, Search Committee for faculty member in Spanish Linguistics (Fall

2011) • Member, Graduate Committee, Linguistics (2009-present) • Member, Graduate Committee, Spanish and Portuguese Section (2009-

present). • Chair, Study Abroad Program Committee (2010-present) • Faculty Adviser for Spanish Service Learning (2008-present) • Faculty Adviser for Spanish Applied Linguistics (Fall 2008-2012) • Member, Linguistic Committee (2008-present) • Chair, FLEA-BAR Exam Committee (2008-present) • Faculty Coordinator for SPAN 362 (2008 to present)

College and University

• Graduate Council Representative (Fall 2015-Spring 2016) • Member, P-12 Working Group. Office of the Vice President for Engagement

(2013-present). • Chair, Diversity Action Committee, College of Liberal Arts (2013-2014) • CLA Community Engagement Advisory Board Member, CLA (2012-

present)

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• Member, Diversity Action Committee, College of Liberal Arts (2011-2013) • Teacher Education Program Convener. College of Education (2012-present) • Member, University Fulbright Committee (2011-2012 AY) • Senator, College of Liberal Arts (2011)

COMMUNITY SERVICE AND ENGAGEMENT ACTIVITIES 2011-pres Director and founder Aprendiendo a Leer Program (Learning to Read

Program). Community Partners: Wea Ridge Elementary School (Lafayette), Suncrest Elementary School (Frankfort).

2011-2012 Service Learning Faculty Development Grantee. Course: SPAN 398. Community Partners: Delphi Elementary and Wea Ridge Elementary

2008-pres. Faculty Adviser for Spanish Service Learning Program. SCHOLARLY AND PROFESSIONAL ACTIVITIES Editorial Board Memberships • Dialogo de la lengua. Revista de investigación en lingüística y filología. http://www.dialogodelalengua.com

Reviewer for Journal Articles

• International Journal of the Linguistic Association of the Southwest • International Review of Applied Linguistics in Language Teaching (IRAL) • International Journal of Bilingualism • Bulletin of Hispanic Studies • Spanish Review of Applied Linguistics • Language Learning • Second Language Research. SAGE • Bilingualism: Language and Cognition. Cambridge University Press. • Hispania. John Hopkins University Press. • Spanish in Context. John Benjamins. • Linguistics Approaches to Bilingualism. John Benjamins • Studies in Spanish and Lusophone Linguistics. • Heritage Language Journal. National Heritage Language Resource Center at UCLA. • Diaspora, Indigenous and Minority Education. • Dialogo de la lengua

Reviewer for Book Chapters

• Pedro Guijarro-Fuentes, Maria Juan Garau, Maria Pilar (Eds). Selected Proceedings for the 6th Romance Turn Conference (RT6). Mouton de Gruyter.

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• Dalila Ayoun (Ed.). The acquisition of tense and aspect. Amsterdam: John Benjamins.

• Carmen Silva-Corvalán and Jeanine Treffers-Daller (Eds.), Operationalizing and Measuring Language Dominance. Cambridge: Cambridge University Press.

• Tiffany Judy & Silvia-Perpiñán (eds.). The Acquisition of Spanish in Adult and Child Bilingualism Data from Understudied Language Pairings. Amsterdam: John Benjamins.

• Geeslin, K. (Ed.), Handbook of Spanish Second Language Acquisition. Malden MA: Blackwell 2013.

• Beaudrie, S. and Carvaho, A. (Eds.), Proceedings of the 6th International Workshop on Spanish Sociolinguistics. Somerville: Cascadilla Press 2012.

• Schwieter, J. (Ed.), Innovative research and practices in second language acquisition and bilingualism. Amsterdam: John Benjamins. 2013.

• Colantoni, L. and Rodriguez Louro, C. (Eds.), Perspectivas teóricas y experimentales sobre el español de la Argentina. Madrid: Iberoamericana 2011.

• Rothman, J. and Acrisio Pires, A. (Eds.), Minimalist Inquiries into Child and Adult Language Acquisition: Case Studies Across Portuguese. Berlin: Mouton de Gruyter 2008.

Reviewer for conference proceedings

• Linguistic Symposium on Romance Languages (University of Western Ontario 2014). John Benjamins.

• Hispanic Linguistic Symposium 2013 (University of Ottawa). Cascadilla Press. • Hispanic Linguistic Symposium 2012 (University of Florida). Cascadilla Press. • Hispanic Linguistic Symposium 2011 (University of Georgia). Cascadilla Press. • Hispanic Linguistic Symposium 2004 (University of W. Ontario). Cascadilla Press. • GURT 2008 (Georgetown). • Romance Turn 2008 (Southampton, UK)

External evaluator/assessor

• Social Sciences and Humanities Research Council of Canada (SSHRC). Insight Grant Program. 2013

• National Science Foundation. Linguistics Program. 2012 • Teaching Incentive Grant Competition. College of Liberal Arts. Purdue. 2008.

Event and Conference organizing

• Workshop co-organizer: Formal Approaches to the Acquisition of Minority Languages. Generative Approaches to Language Acquisition Conference (GALA 2017). University of Balearic Islands. Spain. Sept. 7-9.

• Conference co-organizer and Chair, Hispanic Linguistic Symposium (Fall 2014). Purdue University.

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• Organizer of Aprendiendo a Leer Program graduation ceremony and campus day (May 8, 2013).

• Organizer, SLC Mock Job Interview event (Spring 2013) • Organizer SLC Linguistic Workshop (Fall, 2010) • Member of organizing committee, Language Symposium. University of Illinois

at Chicago. 2008. • Member of organizing committee, 3rd Conference on Laboratory Approaches to

Spanish Phonology (LASP). University of Toronto. 2006 (Laura Colantoni and Jeff Steele, organizers).

• Member of organizing committee, Ontario Dialogues for the Acquisition of Spanish. University of Toronto. 2006.

• Member of organizing committee, 6th Generative Approaches to Second Language Acquisition Conference (GASLA 2002). University of Ottawa. 2002.

Other • Spanish and Portuguese Graduate Student Union Representative. University

of Toronto. 2002-2003. • Member of Executive Committee. Spanish and Portuguese Graduate Student

Association. University of Toronto. 2004.