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Peer-reviewed articles

***Please email us for copies of any of the following articles: lobolanguage at unm dot edu


  1. Chee, M. (Forthcoming). "DLOH, DLOH, DLOH! A Barrier or Tool? in Navajo Language Loss" In Jakelin Troy [ed.] Proceedings of FEL XXIII: Causes of language endangerment: Looking for answers and finding solutions to the global decline in linguistic diversity. Foundation for Endangered Languages, University of Sydney, Sydney, Australia.

  2. Shin, N., Marchesi, M. & Morford, J. P. (forthcoming). Pathways of development in child heritage speakers’ use of Spanish demonstratives. To appear in Spanish as a Heritage Language Journal.

  3. Shin, N.L. & Miller, K. (Forthcoming, 2021). Children's acquisition of morphosyntactic variation. To appear in Language Learning and Development.

  4. Shin, N.L. (Forthcoming, 2021). Acquiring constraints on variable morphosyntax: Subject-verb ~ verb-subject word order in child Spanish. To appear in Díaz-Campos, M. (Ed.). Handbook of Variationist Approaches to Spanish. Routledge.

  5. Shin, N. L. & D. Ramírez-Urbaneja. (Forthcoming, accepted). El desarrollo de la morfosintaxis durante la niñez: el caso de los hablantes de herencia en EEUU. To appear in Diego Pascual y Cabo and Julio Torres (eds.), Aproximaciones al estudio del español como lengua de herencia. Routledge.

  6. Shin, N.L. (Forthcoming, accepted). Testing Interface and Frequency Hypotheses: Bilingual Children’s Acquisition of Spanish Subject Pronoun Expression To appear in Aurélie Nardy, Anna Ghimenton, and Jean-Pierre Chevrot (eds.), Sociolinguistic variation and language acquisition across the lifespan. John Benjamins.

  7. Villwock, A., E. Wilkinson, P. Piñar, & J.P. Morford. 2021. Language development in deaf bilinguals: Deaf middle school students co-activate written English and American Sign Language during lexical processing. Cognition 211. Download here.

  8. Shin, N.L. & J.P. Morford. (2021). Demonstratives in Spanish: Children’s developing conceptualization of interactive space. In Juan J. Colomina-Almiñana & Sandro Sessarego (eds). Linguistic patterns in Spanish and beyond: Structure, Context and Development, 285-301. Routledge.

  9. Wilkinson, E. & Morford, J.P. (2020). How bilingualism contributes to healthy development in deaf children: A public health perspective. Maternal and Child Health Journal. https://doi.org/10.1007/s10995-020-02976-6

  10. Shin, N., L. Hinojosa-Cantú, B. Shaffer, & J.P. Morford. (2020). Demonstratives as indicators of interactional focus: Spatial and social dimensions of Spanish este/esta and ese/esa. Cognitive Linguistics in 2020 31(3): 485-514. DOI: 10.1515/cog-2018-0068.

  11. Sutton, A., Trudeau, N., Morford, J. P., & Smith, M. (2020). Expressive and receptive use of speech and graphic symbols by typically developing children: What skills contribute to performance on structured sentence-level tasks? International Journal of Speech-Language Pathology. doi: 10.1080/17549507.2020.1756406.

  12. Hou, L. & Morford, J. P. (2020). Using sign language collocations to investigate acquisition. A commentary on Ambridge (2019). First Language. doi:10.1177/0142723720908075.

  13. Goeble-Mahrle, T. & N.L. Shin. (2020). A corpus study of child heritage speakers' Spanish gender agreement. International Journal of Bilingualism.

  14. Morford, J., B. Shaffer, N. Shin, P. Twitchell, & B. (2019). Petersen. An Exploratory Study of ASL Demonstratives. Languages 4(4), 80. Special Issue: HDLS 13: Challenges to Common Beliefs in Linguistic Research.

  15. Shin, N.L., B. Rodríguez, A. Armijo & M. Perara-Lunde. (2019). Child heritage speakers’ comprehension and production of direct object clitic gender in Spanish. Linguistic Approaches to Bilingualism 9(4/5), 659-686.

  16. Shin, N.L. (2018). Child heritage speakers' Spanish morphosyntax: Rate of acquisition and crosslinguistic influence. In K. Potowski (ed.), Handbook of Spanish as a Heritage Language, 235-253. Routledge.

  17. Chee, M. (2017). An Introduction to the Acquisition of the Navajo Verb: A Cross-sectional Study of Children Aged 4 years 7 months through 11 years 2 months. Doctoral Dissertation, University of New Mexico, Albuquerque, NM.

  18. Shin, N.L., P. Requena & A. Kemp. (2017). Bilingual and monolingual children’s patterns of syntactic variation: Variable clitic placement in Spanish. In Alejandra Auza and Richard Schwartz (eds.), From typical language development to language disorders in Spanish-speaking children: Language processing and cognitive functions (pp. 63-88). Springer. DOI 10.1007/978-3-319-53646-0

  19. Shin, N.L. (2016). Acquiring patterns of morphosyntactic variation: Children’s Spanish subject pronoun expression. Journal of Child Language 43(4), 914-947. DOI:10.1017/S0305000915000380.

  20. Shin, N.L. & J. Van Buren. (2016). Maintenance of Spanish subject pronoun expression patterns among bilingual children of farmworkers in Washington/Montana. Spanish in Context 13(2), 173-194. https://doi.org/10.1075/sic.13.2.01shi

  21. Shin, N.L. (2016). Children’s Spanish subject pronoun expression: A developmental change in tú? In S. Sessarego & F. Tejedo (Eds.). Spanish Language and Sociolinguistic Analysis, pp. 155-176. Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/ihll.8.06shi

  22. Twitchell, P., Morford, J. P. & Hauser, P. C. (2015). Effects of SES on literacy development in deaf signing bilinguals. American Annals of the Deaf, 159(5), 433–446.

  23. Shin, N.L. & D. Erker. (2015). The emergence of structured variability in morphosyntax: Childhood acquisition of Spanish subject pronouns. In A. Carvalho, R. Orozco & N. Shin (eds.), Subject pronoun expression in Spanish: A cross-dialectal perspective, 171-191. Washington DC: Georgetown University Press.

  24. Trudeau, N., Sutton, A., & Morford, J. P. (2014). An investigation of developmental changes in interpretation and construction of graphic symbol sequences through systematic combination of input and output modalities. Augmentative and Alternative Communication, 30(3), 187-199, doi:10.3109/07434618.2014.940465.

  25. Shin, N.L. & H. Cairns. (2012). The development of NP selection in school-age children: Reference and Spanish subject pronouns. Language Acquisition 19(1), 3-38. https://doi.org/10.1080/10489223.2012.633846

  26. Shin, N.L. (2012). Variable use of Spanish subject pronouns by monolingual children in Mexico. In K. Geeslin & M. Díaz-Campos (eds), Proceedings of the 2010 Hispanic Linguistics Symposium, 130-141. Cascadilla Proceedings Project.

  27. Morford, J. P. & Hänel-Faulhaber, B. (2011). Homesigners as late learners: Connecting the dots from delayed acquisition in childhood to sign language processing in adulthood. Language and Linguistics Compass, 5 (8), 525–537. doi:10.1111/j.1749-818X.2011.00296.

  28. Trudeau, N., Sutton, A., Morford, J., Côté-Giroux, P., et Pauzé, A.-M. (2010). Strategies in construction and interpretation of graphic symbol utterances by individuals with disabilities who use AAC systems. Augmentative and Alternative Communication, 26 (4), 299-312. (Voted Most Significant Research Article published in the AAC Journal in 2010).

  29. Trudeau, N., Morford, J. P., & Sutton, A. (2010). The role of word order in the interpretation of canonical and non-canonical graphic symbol utterances: A developmental study. Augmentative and Alternative Communication, 26 (2), 1–14.

  30. Sutton, A., Trudeau, N., Morford, J., Rios, M. & Poirier, M.-A. (2010). Young children have difficulty constructing and interpreting simple utterances composed of graphic symbols. Journal of Child Language, 37, 1-26.

  31. Shin, N.L. & H. Cairns. (2009). Subject pronouns in child Spanish & continuity of reference. In J. Collentine, B. Lafford, M. García & F. Marcos Marín (eds.) Proceedings of the 11th Hispanic Linguistics Symposium, 155-164. Cascadilla Proceedings Project.

  32. Morford, J. P., Grieve-Smith, A. B., MacFarlane, J., Staley, J. & Waters, G. S. (2008). Effects of language experience on the perception of American Sign Language. Cognition, 109, 41-53.

  33. Trudeau, N., Sutton, A., Dagenais, E., de Broeck, S. & Morford, J. P. (2007). Construction of graphic symbol utterances by children, teenagers, and adults: The impact of structure and task demands. Journal of Speech, Language & Hearing Research, 50, 1314-1329.

  34. Shaffer, B. (2006). Deaf Children’s Acquisition of Modal Terms. In B. Schick, M. Marschark, & P. Spencer (Eds.), Advances in the Sign Language Development of Deaf Children. Oxford University Press, 291–313.

  35. Morford, J. P. (2004). Der Altersfaktor im Gebärdenspracherwerb: Eine Neuinterpretation. (The age factor in signed language acquisition: A new interpretation.) Das Zeichen, 66: 85-88.

  36. Morford, J. P. (2003). Grammatical development in adolescent first language learners. Linguistics, 41 (4), 681 – 721, doi:10.1515/ling.2003.022.

  37. Morford, J. P. (2002). The expression of motion events in homesign. Journal of Sign Language & Linguistics. 5:1, 55-71, doi:10.1075/sll.5.1.05mor.

  38. Chamberlain, C., Morford, J. P. & Mayberry, R. I. (Eds.), Language acquisition by eye. Mahwah, NJ: Lawrence Erlbaum Associates, 2000.

  39. Morford, J. P. (2000). Delayed phonological development in ASL: Two case studies of deaf isolates. Recherches linguistiques de Vincennes, 29, 121-142, doi:10.4000/rlv.1202.

  40. Sutton, A. E. & Morford, J. P. (1998). Constituent order in picture pointing sequences produced by speaking children using AAC. Applied Psycholinguistics, 19 (4), 525-536.

  41. Morford, J. P. & Goldin-Meadow, S. (1997). From here and now to there and then: The development of displaced reference in homesign and English. Child Development, 68 (3), 420-435.

Department of Linguistics. MSC03-2130 1. University of New Mexico. Albuquerque, NM 87131.

Physical Location: Humanities, Room 447 Phone: 505-277-6353 lobolanguage@unm.edu