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Inmaculada Gómez Soler

Dr.

Contact Details


C2106

E:Inmaculada.GomezSoler@dcu.ie

Assistant Professor
C2106

T:7005459

E:Inmaculada.GomezSoler@dcu.ie

Assistant Professor of Spanish and Applied Linguistics




C2106
T:Ext. 5459

E:Inmaculada.GomezSoler@dcu.ie
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Inmaculada Gómez Soler is Assistant Professor at the School of Applied Language and Intercultural Studies. Inma holds a primary degree in English Philology. She obtained her M.A. and Ph.D. in Linguistics with a specialisation in Second Language Acquisition from the University of North Carolina at Chapel Hill (United States). Before joining SALIS in 2020, she worked at the University of Memphis for over 7 years where her research trajectory was recognized through the Early Career Research Award in 2017.

Inma’s research fits broadly within the discipline of Applied Linguistics and encompasses  three main interrelated areas: heritage speaker bilingualism, language teacher development, and language pedagogy. In the area of heritage speaker bilingualism, she examines how migration affects the process of language acquisition and language attrition as well as the linguistic and sociological factors that contribute to heritage language maintenance. Her second research strand focuses on language teacher development and explores how teachers exert their agency to meet their goals by adapting their teaching to navigate new circumstances (e.g., Covid-19 pandemic), contexts (e.g., new areas of immigration), and policies (e.g. heritage language policies). Finally, her third research interest revolves around the area of language pedagogy. She is particularly interested in pedagogies that encourage not only the development of linguistic and intercultural skills in second/heritage language students but also raise awareness of social issues, promote digital literacy, and stimulate creativity such as social justice approaches to language teaching and virtual exchange.

 

She has published extensively on these topics in top journals in the field and has served as an ad hoc reviewer for several journals. She is the Director of the Applied Linguistics Research Group in SALIS, co-editor of Teanga: The Journal of the Irish Association for Applied Linguistics, and a member of the editorial board of the book series Current Issues in Bilingualism (Language Science Press).

She welcomes applications from prospective PhD students interested in the areas of heritage speaker bilingualism, second language teaching and learning and language teacher education.

Peer Reviewed Journal

Year Publication
2023 Gutiérrez Pintado, L., Gutiérrez, B.F. & Gómez Soler, I. (2023) 'Pedagogical mentoring in virtual exchange: Developing students’ videoconferencing skills'. Journal of Virtual Exchange, (Special Issue on Virtual Exchange and the Development of Transferable Skills).
2023 Dey-Plissonneau, A., Gómez Soler, I., Lee, H., Liu, M., Scriney, M. & Smeaton, A. (2023) 'Supporting second language learner reflection in teletandem videoconferencing through the visualisation of conversation metrics'. Journal of Virtual Exchange, 6 (Special Issue on Virtual Exchange and the Development of Transferable Skills). [DOI]
2023 (2023) 'Teanga 30'. TEANGA, . [DOI]
2023 Gómez Soler, I. & Pintado, L. (2023) 'Teanga in 2023: Language in society and education'. TEANGA, 30 .
2023 Fuentes, R. & Gómez Soler, I. (2023) 'Instructors’ navigation and appropriation of gender-inclusive Spanish at a U.S. university'. Current Issues in Language Planning, 24 (5). https://doi.org/10.1080/14664208.2022.2150499
2022 Gómez Soler, I. (2022) 'Engaged learning as a pathway towards supporting Hispanic students at urban universities'. Urban Education, . [DOI]
2021 A. de Prada Perez, I. Gomez Soler & N. Feroce (2021) 'Variable future-time expression in Spanish: A comparison between heritage and second language learners'. Languages, 6 (4). [DOI]
2021 Gómez Soler, I.; Fuentes, R. (2021) 'Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools'. Foreign Language Annals, 54 . [Link] [DOI]
2018 Gómez Soler, I. & Pascual y Cabo, D. (2018) 'On focus and weight in Spanish as a heritage language'. Revista Espanola de Linguistica Aplicada, 31 (2):437-466. [DOI]
2018 Fuentes, R. & Gómez Soler, I. (2018) 'From policy to practice: Spanish instructors' implementation of Spanish language reforms'. Hispanic Studies Review, 3 (1):78-100.
2018 Inmaculada Gómez Soler (2018) 'On focus and weight in Spanish as a heritage language'. Revista Española De Lingǘıstica Aplicada/Spanish Journal of Applied Linguistics, .
2018 Gómez Soler, I. & Tecedor, M. (2018) 'Foreign Language Teaching Assistant Training: A Contrastive Analysis of Trainers and Trainees'. Hispania (AATSP), 101 (1):38-54. [Link]
2017 Fuentes, R. & Gómez Soler, I. (2017) 'Foreign language faculty’s appropriation of an academic publishing policy at a US university'. Journal of Multilingual and Multicultural Development, 39 (3):195-209. https://doi.org/10.1080/01434632.2017.1344243
2017 Lenz, S., Gómez Soler, I., Dell (2017) 'Translation and cross-cultural adaptation of assessments for use in counseling research'. Measurement and Evaluation in Counseling and Development, 50 (4):224-331. https://doi.org/10.1080/07481756.2017.1320947
2016 Lenz, A. S., Balkin, R. S., Gómez Soler, I., & Martínez, P (2016) 'Development and evaluation of a Spanish-language version of the relational health indices'. Psychological Assessment, 28 (5):e62-e69. https://doi.org/10.1037/pas0000170
2016 Morales-Reyes A. & Gómez Soler, I. (2016) 'Transfer and semantic universals in the L2 acquisition of the English article system by child L2 learners'. Language Acquisition, 23 (1):57-74. [Link] https://doi.org/10.1080/10489223.2015.1067318
2016 Gómez Soler, I. & Pascual y Cabo, P. (2016) 'Syntactic reflexes of information structure in heritage Spanish: Evidence from psych-predicate constructions'. IRAL - International Review of Applied Linguistics in Language Teaching, 54 (4):291-317. https://doi.org/10.1515/iral-2015-0036
2016 Inmaculada Gómez Soler (2016) 'Syntactic reflexes of information structure in heritage Spanish: Evidence from psych-predicate constructions'. International Review of Applied Linguistics in Language Teaching, .
2015 Gómez Soler, I. (2015) 'The logical problem of second language acquisition of argument structure: Recognizing aspectual distinctions in Spanish psych-predicates'. International Journal of Bilingualism, 19 (6):627-645. https://doi.org/10.1177/1367006914527185
2015 Gómez Soler, I. (2015) 'Acquisitional patterns of Spanish anticausative se: The end of the road'. Revista Espanola de Linguistica Aplicada, 28 (2):349-381. [Link] https://doi.org/10.1075/resla.28.2.01gom
2015 Inmaculada Gómez Soler (2015) 'The logical problem of second language acquisition of argument structure: Recognizing aspectual distinctions in Spanish psych-predicates'. International Journal of Bilingualism, .
2015 Inmaculada Gómez Soler (2015) 'Preposition Stranding in Spanish as a Heritage Language Diego Pascual y Cabo, Texas Tech University'. Heritage Language Journal, .
2014 Gómez Soler, I. (2014) 'Beyond interfaces: Pragmatic development vs. syntactic Deficiencies in the L2 acquisition of reverse psychological predicates'. Linguistic Approaches to Bilingualism, 4 (4):494-525. https://doi.org/10.1075/lab.4.4.04gom
2012 Inmaculada Gómez Soler (2012) 'Acquiring Spanish at the interfaces: An integrative approach to the L2 acquisition of psych-verbs'. .
2012 Inmaculada Gómez Soler (2012) 'Acquiring Spanish psych-verbs: maturation or continuity?'. .
2009 Inmaculada Gómez Soler (2009) 'The morphosyntax-lexicon interface breakdown: an aspectual account of the L2 acquisition of ser and estar by L1 English speakers'. .

Book Chapter

Year Publication
2024 Tecedor, M. & Gómez Soler, I. (2024) 'Predicting Success in Difficult Times: A Latent Class Analysis of World Language Teachers’ Online Experience During the COVID-19 Pandemic' In: Technology-mediated Crisis Response in Language Studies. Sheffield (UK) : Equinox.
2024 Gómez Soler, I. & Tecedor, M. (2024) 'Creencias, actitudes y competencias del docente virtual' In: La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial. England : Routledge.
2020 Gómez Soler, I. (2020) 'Heritage language learners in Tennessee: Current practices, challenges, and directions for the future' In: Spanish across Domains in the United States: Education, Public Space, and Social Media. Leiden, Netherlands : Brill. [Link] https://doi.org/10.1163/9789004433236_007
2019 Prada Pérez, A de & Gómez Soler, I. (2019) 'The effect of person in the subject expression of Spanish heritage speakers' In: Dialects from Tropical Islands: Caribbean Spanish in the United States. London : Routledge.
2017 Pascual y Cabo, D. & Gómez Soler, I. (2017) 'Dative experiencer predicates in child heritage speakers of Cuban Spanish' In: Cuban Dialectology: Variation, Contact and Change. Washington : Georgetown University Press.

Conference Publication

Year Publication
2013 Gómez Soler, I. (2013) 16th Hispanic Linguistics Symposium . In: J. Cabrelli Amaro et al eds. Pragmatics before Syntax? Evidence from U-shaped Acquisition University of Florida, Gainesville, FL,
2013 Gómez Soler, I. (2013) 12th Generative Approaches to Second Language Acquisition Conference . In: J. Cabrelli Amaro et al eds. Aspectual differences with syntactic consequences: Argument structure alternations in L2 Spanish University of Florida, Gainesville, FL,
2011 Gómez Soler, I. (2011) 4th Conference on Generative Approaches to Language Acquisition North America . In: M. Pirvulescu et al eds. The L1 acquisition of gustar: Evidence against maturation Toronto, [Link]

Other Journal

Year Publication
2016 Gómez Soler, I. & O'Neill Errol (2016) 'Teaching pragmatics with the Mi Vida Loca video programme' Dimension, :103-127. [Link]

Conference Contribution

Year Publication
2023 Gómez Soler, I. (2023) IRAAL (Irish Association for Applied Linguistics) Conference 2023 A Sociocultural Study of Teacher Identity Through the Lens of Life Trajectories Maynooth University, .
2022 Dey-Plissonneau, A., Gómez Soler, I., Smeaton, A., Lee, H., Scriney, M. & Liu, M. (2022) EuroCALL Enhancing students’ language learning with a tool-based guided reflection in videoconference-based telecollaboration Iceland/Online, 18/08/2022-.
2020 Gómez Soler, I. (2020) Language Disadvantage in Education Workshop Can engaged learning help us close the U.S. Latino achievement gap? Online, 20/08/2020-21/08/2020.
2019 Gómez Soler, I & Fuentes, R. (2019) Congreso Internacional de la Asociación Española de Lingüística Aplicada Multilingual scholars’ publication practices in a foreign language department in the U.S Universidad de Valladolid, Valladolid, Spain, .
2019 Gómez Soler, I & Fuentes, R. (2019) American Association for Applied Linguistics Conference Teacher’s agency and the implementation of Spanish heritage speakers policies in Tennessee high schools Atlanta, .
2019 Gómez Soler, I & Fuentes, R. (2019) American Council on the Teaching of Foreign Languages (ACTFL) Convention & Expo Navigating heritage speaker policies: The role of high school teachers Washington, DC, .
2018 Gómez Soler, I. (2018) Tennessee Foreign Language Teaching Association Annual Conference False expectations? Addressing the challenges of mixed classes through reciprocal learning Franklin, Tennessee, United States, .
2017 Gómez Soler, I. & Prada Pérez, A. (2017) 21st Hispanic Linguistics Symposium A variationist account of future-time expression in Peninsular Spanish Lubbock, Texas, United States, .
2017 Fuentes, R. & Gómez Soler, I. (2017) American Association for Applied Linguistics Conference University instructors’ agency: Attitudes and the implementation of Spanish language reforms in classroom practices Portland, Oregon, United States, .
2017 Gómez Soler, I. (2017) American Council on the Teaching of Foreign Languages (ACTFL) Convention & Expo Integrating heritage speakers in recent immigration areas: Where to start? Nashville, Tennessee, United States, .
2016 Gómez Soler, I. & Prada Pérez, A. (2016) Hispanic Linguistics Symposium Exploring sources of variability in bilinguals’ future-time expression Georgetown University, Washington, DC. United States, .
2016 Prada Pérez, A. & Gómez Soler, I. (2016) 20th Hispanic Linguistics Symposium Third person singular as the locus of cross-linguistic interference in Spanish HSs subject pronoun expression Georgetown University, Washington DC, United States, .
2016 Gómez Soler, I., Guzmán Valencia, J. & Paz Navarrete, J. (2016) Tennessee Foreign Language Teaching Association West Workshop Beyond products and practices: Integrating perspectives inside and outside the FL classroom Memphis, TN, United Stat, .
2016 Gómez Soler, I. & Tecedor Cabrero, M. (2016) Modern Language Association Convention Rethinking Teaching Assistant training in the 21st century Austin, TX, United States, .
2016 Prada Pérez, A. & Gómez Soler, I. (2016) 8th International Workshop on Spanish Sociolinguistics Subject expression in heritage speaker (HS) Spanish oral production vs. judgments Universidad de Puerto Rico, San Juan, Puerto Rico, .
2016 Gómez Soler, I. & Prada Pérez, A. (2016) 8th International. Workshop on Spanish Sociolinguistics Variable future time expression in heritage Spanish Universidad de Puerto Rico, San Juan, Puerto Rico, .
2015 Pascual y Cabo, D. & Gómez Soler, I. (2015) 19th Hispanic Linguistics Symposium Dative experiencer predicates in child heritage Spanish University of Illinois Urbana-Champaign, IL, United States, .
2015 Pascual y Cabo, D. & Gómez Soler, I. & Mihaloyov, G. (2015) II Symposium on Spanish as a Heritage Language ¿Qué estado está Lubbock en? Considering Preposition Stranding in Heritage Spanish Texas Tech University, Lubbock, TX, United States, .
2014 Gómez Soler, I. & O’Neill, E. (2014) American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention and World Language Expo Behind BBC’s Mi Vida Loca: Integrating pragmatics in the L2 classroom San Antonio, TX, United States, .
2014 Pascual y Cabo, D. & Gómez Soler, I. (2014) 18th Hispanic Linguistics Symposium Knowledge of preposition stranding on heritage speakers of Spanish Purdue University, West Lafayette, IN, United States, .
2014 Gómez Soler, I. & Pascual y Cabo, P. (2014) 18th Hispanic Linguistics Symposium The effect of information structure and phonological weight on heritage speaker acquisition of Spanish Purdue University, West Lafayette, IN, United States, .
2014 Gómez Soler, I. & Cardona Mack, J. (2014) XXXII Congreso Internacional de la Asociación Española de Lingüística Aplicada Linguistic research for social change: Building bridges between the university and the community Universidad Pablo de Olavide, Sevilla, Spain, .
2014 Gómez Soler, I. & Pascual y Cabo, P. (2014) 33rd Second Language Research Forum Heritage speaker acquisition of Spanish word order: A case of convergence University of South Carolina, Columbia, SC, United States, .
2013 Gómez Soler, I. & Cardona Mack, J. (2013) Carolina Conference on Romance Languages & Literatures Redefining the teaching of Spanish in the U.S.: Collaborative research and civic engagement University of North Carolina at Chapel Hill, NC, United States, .
2013 Gómez Soler, I. (2013) 32nd Second Language Research Forum The role of interface complexity, L1 transfer and universal principles in the acquisition of psych-predicates Brigham Young University, Provo, UT, United States, .
2013 Gómez Soler, I. (2013) 17th Hispanic Linguistics Symposium Non-native trends in the acquisition of split-intransitiviy and its relation to variable input University of Ottawa, Ottawa, Canada, .
2012 Gómez Soler, I. (2012) Best Practices LAC Teaching Workshop Highlighting your LAC (Languages Across the Curriculum) experience in the academic job market: Why, when and how University of North Carolina at Chapel Hill, NC, United States, .
2012 Gómez Soler, I. (2012) Carolina Conference on Romance Literatures (CCRL) Roundtable on Languages Across the Curriculum University of North Carolina at Chapel Hill, NC, United States, .
2011 Gómez Soler, I. (2011) UNC-Spring Linguistics Colloquium The L1 acquisition of Spanish psych-verbs: A matter of maturation? University of North Carolina at Chapel Hill, NC, United States, .
2011 Gómez Soler, I. (2011) 36th Boston University Conference on Language Development Acquiring Spanish psych-verbs: Maturation or continuity? Boston University, Boston, MA, United States, .
2010 Gómez Soler, I. (2010) 4th Generative Approaches to Language Acquisition North America The L1 acquisition of gustar: Against maturation University of Toronto, Toronto, Canada, .
2010 Gómez Soler, I. (2010) SLA Graduate Student Colloquium Comparing the L2 and L1 acquisition of ser and estar: An aspectual account University of Madison-Wisconsin, Madison, WI, .
2010 Gómez Soler, I. (2010) TESOL/Applied Linguistics Graduate Student Conference Tell me what you like: An innovative approach to the teaching of gustar-type verbs East Carolina University, Greenville, NC, United States, .
Certain data included herein are derived from the © Web of Science (2023) of Clarivate. All rights reserved.

Professional Associations

Association Function From / To
European Association of Computer Assisted Language Learning (EUROCALL) Member -

Honors and Awards

Date Title Awarding Body
01/01/2017 Early Career Research Award College of Arts and Sciences, University of Memphis
01/01/2018 Nomination for the Thomas W. Briggs Foundation Excellence in Teaching Award College of Arts & Sciences, University of Memphis
01/01/2016 Nomination for the Thomas W. Briggs Foundation Excellence in Teaching Award College of Arts & Sciences, University of Memphis
01/04/2020 Hispania Outstanding Scholarly Publication Award Runner-up American Association of Teachers of Spanish and Portuguese

Committees

Committee Function From / To
Book Series ‘Current Issues in Bilingualism’, Language Science Press -
Irish Association for Applied Linguistics (IRAAL) Executive Committee 01/09/2022 - 18/11/2023

Employment

Employer Position From / To
University of Memphis Assistant and Associate Professor 20/08/2012 - 20/12/2019
Dublin City University Assistant Professor of Spanish and Applied Linguistics 06/01/2020 -
The University of Memphis Associate Professor -

Education

Start date Institution Qualification Subject
Universidad de Sevilla BA
University of North Carolina at Chapel Hill MA
University of North Carolina at Chapel Hill PhD
University of North Carolina at Chapel Hill PhD
University of North Carolina at Chapel Hill MA

Reviews

Journal Role
TEANGA Editor

Outreach Activities

Year Engagement Type Organisation Description
2021 Presentations/Talks to an external audience Mother Tongues I participate in Mother Tongues' community of practice. In November 2021 I gave a talk "A Social Justice Approach to (Heritage) Language Teaching" to teachers in mainstream and heritage language schools. I also recorded a video about the value of heritage language education to share within our community of practice.
Community-based learning La Prensa Latina Engaged-learning project consisting of the creation and publication of a student-led column "Voces hispanas en la Universidad de Memphis/Hispanic Voices at University of Memphis" in the local bilingual newspaper "La Prensa Latina" (Memphis, TN, United States)
Educational Outreach/Public Engagement Books for Kids by Kids' Project Through this initiative we translated, with our undergraduate students, English children’s books written by the students of Belle Forest Community School into Spanish. The books were written for the children of St. Jude Children’s Research Hospital. This endeavor is a partnership between the University of Memphis College of Education, Helen Hardin Honors Program, and the Spanish program along with St. Jude Children’s Research Hospital and Belle Forest Community School. (Memphis, TN, United States, 2017-2019)
Presentations/Talks to an external audience Memphis Federal Correctional Institution I delivered the talk "The Importance of Spanish in the U.S.: Sociological and Linguistic Influences" to the workers of the Memphis Federal Correctional Institution, who had an interest in learning Spanish for professional purposes. (Memphis, TN, United States)

Research Interests

Heritage speaker bilingualism; Language pedagogy; Language Teacher education; Language-in-education policies; Computer-assisted language learning.      

Research Projects

Title Role Description Start date End date
Teacher’s Agency and the Implementation of Spanish Heritage Speakers Policies in Tennessee High Schools Principal Investigator 17/07/2018
Teacher’s Agency and the Implementation of Spanish Heritage Speakers Policies in Tennessee High Schools Principal Investigator 03/04/2018
Community Service Learning as a Critical Pedagogy for Heritage Language Classes Principal Investigator 21/01/2016

Current Postgraduate Students

Student Name Degree Supervision
Mokhtarzadeh ,Monireh PhD-track Supervisor
Jastaniah ,Ma'arib PhD-track Supervisor
Alahmari ,Eman PhD Supervisor

Internal Collaborators

Type Name Company Role
Internal Lucía Pintado Gutiérrez Dublin City University Academic
Internal Aparajita Dey-Plissonneau Dublin City University Academic

External Collaborators

Type Name Company Role
External Marta Tecedor Arizona State University Academic
External Diego Pascual y Cabo University of Florida Academic
External Ronald Fuentes University of Memphis Academic
External Ana de Prada Pérez Maynooth University Academic
External Begoña Fernández Gutiérrez Universidad de León Academic
External Marta Fondo Universitat Oberta de Catalunya Academic