Joseph Collentine, Ph.D.
Professor of Spanish and Portuguese
Department of Global Languages & Cultures
Northern Arizona University
Ph.D.: University of Texas at Austin, Hispanic Linguistics.
Dissertation: The Development of Complex Syntax and the Selection of Mood by Foreign-Language Learners of Spanish.
Master of Arts Degree: Arizona State University, Spanish.
Bachelor of Arts Degree: Arizona State University, Spanish.
Northern Arizona University
Professor of Spanish Linguistics and Portuguese, Department of Global Languages & Cultures, Fall 1995 to present.
Primary duties: Research, teaching.
Associate Dean, College of Arts and Letters.
Interim Director, School of Art.
East Carolina University
Assistant Professor of Spanish, Department of Foreign Languages and Literatures
Associate Editor, Hispania, the Journal of the American Association of Teachers of Spanish and Portuguese.
Modern Language Journal. Board member. January 2013 to 2018.
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics (John Benjamins). Board member. January 2014 to present.
Study Abroad Research in Second Language Acquisition and International Education (John Benjamins). Board member. January 2015 to present.
Board Member, DELTA: Documentação e Estudos em Linguística Teórica e Aplicada/Documentation and Studies in Theoretical and Applied Linguistics. Summer 2021 to present.
Collentine, J. G. (2021). Context of learning and corpus-based second language acquisition research. Context of learning and corpus–based second language acquisition research. In Tracy–Ventura, N. & M. Paquot (Eds.), The Routledge Handbook of Second Language Acquisition and Corpora (382–393). New York, NY: Routledge. New York: Routledge.
Collentine, K., & Collentine, J. G. (2020). A corpus analysis of the structural elaboration of Spanish heritage language learners. In Variation and Evolution: Aspects of language contact and contrast across the Spanish-speaking world (pp. 56–73). Amsterdam: John Benjamins.
Collentine, J. G., & Collentine, K. (2020). Organic models for measuring Spanish learners’ linguistic complexity. In Current Theoretical and Applied Perspectives on Hispanic and Lusophone Linguistics (pp. 39–62). Amsterdam: John Benjamins.
Collentine, J. G., & Collentine, K. (2020). Insights into the cognition of mood selection in L2 learners of Spanish. In Hispanic Linguistics: Current issues and new directions (pp. 34–52). Amsterdam: John Benjamins.
Collentine, J. G., & Asención-Delaney, Y. (2020). L2 Discourse Functions of the Spanish Subjunctive. In Routledge Handbook of Corpus Approaches to Discourse Analysis (pp. 252–268). New York, NY: Routledge.
Collentine, J. G., & Collentine, K. (2015). Input and output grammar instruction in tutorial CALL with a complex grammatical structure. CALICO Journal, 32(2), 273–298.
Asención-Delaney, Y., Collentine, J. G., Collentine, K., Colmenares, J., & Plonsky, L. (2015). El potencial de la enseñanza del vocabulario basada en corpus: optimismo con precaución. Journal of Spanish Language Teaching, 2(2), 140–151.
Collentine, J. G., & Collentine, K. (2013). Quantitative and Mixed Methods: Language Teaching and Learning: Quantitative Methods. In The Encyclopedia of Applied Linguistics (Vol. Carol A. Chapelle, p. DOI: 10.1002/9781405198431.wbeal0651). Hoboken, NJ: Blackwell Publishing.
Collentine, J. G., & Collentine, K. (2013). A corpus approach to studying structural convergence in task-based Spanish L2 interactions. In Second Language Interaction in Diverse Educational Contexts (Vol. A. Mackey and K. McDonough, pp. 167–187). New York: John Benjamins.
Collentine, J. G. (2013). Subjunctive in second language Spanish. In The handbook of Spanish second language acquisition. (pp. 270–286). New York: Wiley and Sons.
Asencion-Delaney, Y., & Collentine, J. (2011). A Multidimensional Analysis of a Written L2 Spanish Corpus. Applied Linguistics (Oxford), 32(3), 299–322.
Collentine, J., & Asención-Delaney, Y. (2010). A Corpus-Based Analysis of the Discourse Functions of Ser/Estar + Adjective in Three Levels of Spanish as FL Learners. Language Learning, 60(2), 409–445.
Collentine, J. (2010). The Acquisition and Teaching of the Spanish Subjunctive: An Update on Current Findings. Hispania, 93(1), 39–51.
Collentine, J. G. (2009). Study Abroad Research: Findings, Implications and Future Directions. In The Handbook of Language Teaching (Vol. M. H. Long & C. J. Catherine, pp. 218–233). New York: Wiley.
Collentine, J. (2008). The Role of Discursive Features in SLA Modeling and Grammatical Frequency-A Response to Cheng, Lu and Giannakouros. Bilingualism: Language and Cognition, 11(3), 319–321.
O’Brien, I., Segalowitz, N., Freed, B., & Collentine, J. (2007). Phonological Memory Predicts Second Language Oral Fluency Gains in Adults. Studies in Second Language Acquisition, 29(4), 557–581.
O’Brien, I., Segalowitz, N., Collentine, J., & Freed, B. (2006). Phonological Memory and Lexical, Narrative, and Grammatical Skills in Second Language Oral Production by Adult Learners. Applied Psycholinguistics, 27(3), 377–402.
Segalowitz, N., Freed, B., Collentine, J., Lafford, B., Lazar, N., & Díaz-Campos, M. (2005). A comparison of acquisition of Spanish as a second language in two different contexts of learning: Study Abroad and the versus regular academic classroom. Frontiers, (10), 1–18.
Collentine, J., & Freed, B. F. (2004). Learning Context and Its Effects on Second Language Acquisition: Introduction. Studies in Second Language Acquisition, 26(2), 153–171.
Collentine, J. (2004). The Effects of Learning Contexts on Morphosyntactic and Lexical Development. Studies in Second Language Acquisition, 26(2), 227–248.
Collentine, J. G. (2003). The Development of Subjunctive and Complex-Syntactic Abilities among FL Spanish Learners. In Studies in Spanish Second Language Acquisition: the State of the Science (Vol. B. Lafford & R. Salaberry, pp. 74–97). Washington, DC: Georgetown University Press.
Collentine, J. G. (2000). The Relationship between Syntactic and Morphological Abilities in FL Learners of Spanish. In Spanish Applied Linguistics at the Turn of the Millennium (Vol. R. Leow & C. Sanz, pp. 20–35). Sommerville, MA: Cascadilla Press.
Collentine, J. G. (2000). Insights into the Construction of Grammatical Knowledge Provided by User-Behavior Tracking Technologies. Language Learning Technology, (3), 44–57.