Applied linguistics, bilingualism, heritage languages (esp. Spanish in the U.S.), second language acquisition
Yager, L., Hellmold, N., Joo, H-A., Putnam, M.T., Rossi, E., Stafford, C., & Salmons, J. (in press). New structural patterns in moribund grammar: Case marking in Heritage German. Frontiers, 6. (published online: http://journal. frontiers in.org/article/10.3389/fpsyg.2015.01716/ full.)
Sanz, C., Lin, H-J., Lado, B., Stafford, C., Bowden, H. (in press). One size fits all? Learning conditions and working memory capacity in beginning language development. Applied Linguistics. (published online: doi:10.1093/applin/amu058)
Stafford, C. A., & Azevedo, C. S. (2015). Variation in Spanish heritage speakers’ bilingualism and cognition. Studies in Hispanic and Lusophone Linguistics, 8, 429-439.
Lado, B., Bowden, H., & Stafford, C., Sanz, C. (2014). A fine-grained analysis of the effects of negative evidence with and without metalinguistic information in language development. Language Teaching Research, 18, 322-340.
Stafford, C. (2013a). What’s on your mind? How private speech mediates cognition during initial non-primary language development. Applied Linguistics, 34, 151-172.
Stafford. C. (2013b). Spanish in Wisconsin: advantages of maintenance and prospects for sustained vitality. In T. Purnell, E. Raimy, & J. Salmons (Eds.), Wisconsin Talk: Linguistic diversity in the Badger State (pp. 123-141). Madison, WI: University of Wisconsin Press.
Stafford, C., Bowden, H., & Sanz, C. (2012). Optimizing language instruction: matters of explicitness, practice and cue learning. Language Learning, 62, 741-768.
Stafford, C. (2011). Bilingualism and enhanced attention in early adulthood. International Journal of Bilingual Education and Bilingualism, 14, 1-22.
Mackey, A., Adams, R., Stafford, C., & Winke, P. (2010). Exploring the relationship between modified output and working memory capacity. Language Learning, 60, 3, 501-533.
Stafford, C., Sanz, C., & Bowden, H. (2010). An experimental study of early L3 development: age, bilingualism and classroom exposure. International Journal of Multilingualism, 7, 162-183.
Sanz, C., Lin, H., Lado, B., Bowden, H. W., & Stafford, C. A. (2009). Concurrent verbalizations, pedagogical conditions and reactivity: two CALL studies. Language Learning, 59, 33-71.
Stafford, C., & Sanz, C. (2008). “¡Ojalá hubiera aprendido español cuando era niño! ¿Y ahora qué: es demasiado tarde?” In J. Ewald & A. M. Edstrom (Eds.), Perspectivas: El español a través de la lingüística (pp. 184-192). Somerville, MA: Cascadilla Press.
Bowden, H., Sanz, C., & Stafford, C. (2005). Individual differences: age, sex, working memory, and prior knowledge. In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice (pp. 105-140). Washington, DC: Georgetown University Press.
Professor Stafford’s research is concerned very broadly with the acquisition and maintenance of bilingualism. She was trained in the cognitivist tradition of applied linguistics and second language acquisition (SLA), and her research interests include psycholinguistic and sociocognitive aspects of adult SLA as well as the interactions among identity, language proficiencies, and cognition in immigrants and heritage Spanish speakers in the U.S. She teaches undergraduate and graduate courses in applied linguistics, SLA, bilingualism, general Hispanic linguistics and phonetics. She is also the Director of UW's PhD Program in SLA.