Beatriz Lado received her Licenciatura from the Universitat de València, her M.A. in Linguistics from Louisiana State University, and her Ph.D. in Spanish Linguistics from Georgetown University in 2008. Before coming to Lehman she was an assistant professor at the University of San Diego, where she taught Spanish, applied linguistics, and language teaching methods. Her research, which has appeared in several journals and essay collections, uses computer modeling to explore the intersection of cognitive capacity, feedback, and second-language acquisition.
Specializations: Second language acquisition, second language teaching methodology, cognitive effects of adult language acquisition, and bilingualism.
Research interests: The interaction between external (e.g., type of feedback and degree of explicitness in pedagogical interventions) and internal variables (e.g., prior language experience and cognitive capacity) in the development of a non-primary language; Effects of verbalizing while performing a task to learn a second language (i.e., reactivity); Effects of CMC interaction on language learning; The role of explicit and implicit language policies.
- Lado, B., Bowden, H., Stafford, C, & Sanz, C. (2013). A fine-grained analysis of the effects of negative evidence with and without metalinguistic information in language development. Language Teaching Research.
- Sanz, C. & Lado, B. (2013). Individual differences in language development: Teaching diverse populations, In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp. 1-12). Boston, MA: Cengage Learning.
- Sanz, C. & Lado, B. (Eds.). (2013). Individual differences, L2 development & language program administration: From theory to practice. Boston, MA: Cengage Learning.
- Yanguas, I., & Lado, B. (2012). Is thinking aloud reactive when writing in the heritage language? A quantitative study. Foreign Language Annals, 45(3), 380-399.
- Lado, B. (2011). Linguistic landscape as a reflection of the linguistic and ideological conflict in the Valencian Community. International Journal of Multilingualism, 8(2), 135-150.
- Lenet, A., Sanz, C., Lado, B., Howard, J. H., Howard, D. V. (2010). Aging, pedagogical conditions, and differential success in SLA: An Empirical Study. In Proceedings of the Georgetown University Round Table 2009 conference (GURT), Washington, DC.
- Sanz, C., Lin., H., Lado, B., Bowden, H. B., & Stafford, C. A. (2009). Concurrent verbalizations, pedagogical conditions, and reactivity: two CALL studies. Language Learning, 59(1), 33-71.
- Sanz, C., & Lado, B. (2008b). Third language acquisition research methods. In K. A. King & N. H. Hornberger (Eds.), Encyclopedia of Language and Education, 2nd Edition, Volume 10: Methods in Language and Education (pp. 113-135): Springer Science+Business Media LLC.
- Sanz, C., & Lado, B. (2008a). Technology and the study of awareness. In J. Cenoz & N. H. Hornberger (Eds.), Encyclopedia of Language and Education, 2nd Edition, Volume 6: Knowledgeabout Language (pp. 299-312): Springer Science+Business Media LLC.
Last modified: Feb 15, 2014