IN PROGRESS

Serafini, E. J., & Torres, J. (forthcoming). Three decades later of task-based needs analysis: What have we achieved so far? In R. Gilabert & A. Malicka (Eds.), From task-based needs analysis to task and syllabus design: Insights from across education contexts. Amsterdam: John Benjamins. 
Kroll, J.F., Sulier, N.J., & Torres, J. (forthcoming). Language contact and context: The cognitive and neural consequences of SLA. The Routledge Handbook of SLA and Language Contact. (Eds: E. Mayer & L. Sanchez). 
Torres, J., & Saiidi Padilla, C. (under review). ChatGPT meets the heritage speaker: A classroom-based study on writing feedback.
Bowles, M., & Torres, J. (in progress). Instructed heritage language acquisition. The Cambridge Handbook of Heritage Languages and Linguistics, 2nd edition. 
 

2027

Torres, J. (2027). Spanish Second Language Acquisition. In M. Lacorte (Ed.) Routledge Handbook of Hispanic Applied Linguistics, 2nd edition. ​Routledge Press. ​

2026

Sulier, N., Torres, J., Kroll, J.F. (2026). Not just two languages: Using variation in language experience to understand how cognitive resources shape syntactic processing. PLOS One, 21(4), 1-27.  

Vargas Fuentes, N., & Torres, J. (2026). La inseguridad lingüística en hablantes de herencia: Explorando los factores de proficiencia y dominancia. ​​Estudios de lingüística del español, 51(1), 120-147.

2025

Torres, J. (2025). Closing the media gap? Latinx languaging at race and queer intersections. In J. I. Lara (Ed.), Constructed Latinx(s) Identities: Racialized Bodies in Visual and Textual Culture (pp. 146-166). Amherst College Press.

Bowles, M.A., & Torres, J. (2025). Heritage language acquisition. In A. V. Brown, C. Crane, B. C. Dupuy, & E. Ene (Eds.), The routledge handbook of language program development and administration (pp. 60-70). Routledge. 

Torres, J. (2025). An overview of TBLT approaches and cognitive processes with heritage language learners. System, 132, 1-10.

Torres, J., & Pascual y Cabo, D. (2025). Hablantes de herencia. In C. Sanz, E.J. Serafini, & I. Taboada (Eds.), Manual para la formación de profesores de español. ​Wiley. 

Hernandez Santacruz, J., Torres, J., & Kroll, J.F. (2025). Heritage speakers reveal the dynamics of bilingual language regulation. Bilingualism: Language & Cognition, 1-14. 

Torres, J., & Serafini, E. J. (2025). Actividades basadas en tareas para el español para fines específicos (EFE). In B. A. Lafford, A. F. Cabrera, & E. A. Màcia (Eds.),   The Routledge Handbook on Spanish for Specific Purposes. 

Roman Irizarry, A., Beatty Martinez, A. L., Torres, J., & Kroll, J.F. (2025). “Todes” and “Todxs”, linguistic innovations or grammatical gender violations? Cognition, 1-25.  

2024

Grey, S., & Torres, J. (2024). Electrophysiology in the language classroom: ERP individual differences in additional language learning and implications for L2 instruction. ​Instructed Second Language Acquisition, 1-18. 

Torres, J. (2024). Heritage language education. In K. Grohman (Ed.), Multifaceted Multilingualism (pp. 270-291). Amsterdam: John Benjamins.

Rosales, C., & Torres, J. (2024). The role of metalinguistic knowledge in third language development among heritage and late bilinguals. International Journal of Bilingualism, ​1-17. 

2023

Torres, J. (2023). Critical tasks en acción in the Spanish HL classroom. Spanish as a Heritage language, 3(1), 86-102. 

Torres, J. (2023). Exploring working memory and language dominance in heritage bilinguals’ writing processes. Studies in Second Language Acquisition, 1-27.  


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2022

Vargas Fuentes, N., Kroll, J. F., Torres, J. (2022). What heritage bilinguals tell us about the language of emotion. Languages, 7 (144), 1-22.

Torres, J. (2022). Heritage language learners and technology-mediated learning. In N. Ziegler & M. Lloret-González, (Eds.), The Routledge Handbook of Second Language Acquisition and Technology (pp. 356-369). New York: Routledge Press.

Torres, J. (2022). Modality matters! A look at task-based outcomes. In M. A. Bowles (Ed.),  Outcomes of University Spanish Heritage Language Instruction (pp. 19-37). Washington, DC: Georgetown University Press.

Torres, J. & Baralt, M. (2022). El enfoque por tareas en el aprendizaje del español como lengua de herencia. In D. Pascual y Cabo & J. Torres (eds.), Aproximaciones al estudio del español como lengua de herencia (pp. 81-96). New York: Routledge Press.

Peña, E., Bedore, L., Torres, J., & Prado, Y. (2022). Growing up in multilingual communities. In J. Law, S. Reilly & C. McKean (Eds.), Language development: Individual differences in a social context (pp. 144-165). Cambridge: Cambridge University Press.

2021

Torres, J. (2021). Complexity in instructed heritage language acquisition. Heritage Language Journal, 18, 1-20. 

Kroll, J. F., Vargas Fuentes, N., & Torres, J. (2021). Representing words in a second language: Can the L2 dance on its own? Bilingualism: Language & Cognition, 1-2.

Torres, J., & Yanguas, I. (2021). Levels of engagement in task-based synchronous computer-mediated interaction. Canadian Journal of Applied Linguistics, 24(2), 203-228.

Torres, J., & Vargas Fuentes, N. (2021). Heritage language learners’ lexical performance across pair types and (non)digital collaborative writing task environments. Languages 6(110), 1-16.

Bowles, M. A. & Torres, J. (2021). Instructed heritage language acquisition [exploratory meta-analysis]. In M. Polinsky & S. Montrul (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics, (pp. 826- 850). Cambridge: Cambridge University Press.

Peña, E., Bedore, L. & Torres, J. (2021). Assessment of language proficiency and dominance in monolinguals and bilinguals. In W. S. Francis (Ed.),  Bilingualism across the lifespan: Opportunities and challenges for cognitive research in a global society (pp. 88-105). New York: Routledge Press.

2020

Torres, J. (2020). Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research.

2019

Torres, J. & Cung, B. (2019). A comparison of advanced heritage language learners’ peer interaction across modes and pair types. The Modern Language Journal, 103(4), 815-830. 

Torres, J., Estremera, R. & Mohamed, S. (2019). The contribution of psychosocial and biographical variables to heritage learners’ linguistic knowledge of Spanish. Studies in Second Language Acquisition, 41(4), 695-719.

2018

Torres, J. (2018). The effects of task complexity on heritage and second language development. Canadian Modern Language Review, 74(1), 128-152.

Sanz, C. and Torres, J. (2018). The prior language experience of heritage bilinguals.  In P. A. Malovrh & A. G. Benati (Eds.), Handbook on Advanced Proficiency in Second Language Acquisition, pp. 179-198. Hoboken: Wiley Press.

Fuller, J. and Torres, J. (2018). Spanish in the United States. In C. A. Seals and S. Shah (Eds.), Heritage language policies around the world, pp. 13-29. New York: Routledge Press.

2017

Torres, J., Pascual y Cabo, D. & Beusterien, J. (2017). What’s next?: Heritage language learners pave the path for Spanish teaching. Hispania, 100, 271-278.

2016

Torres, J. and Serafini, E. (2016). Micro-evaluating learners’ task-specific motivation in a task-based business Spanish course. Hispania, 99(2), 289-304.

Torres, J. (2016). Flipping the classroom: A pedagogical model for promoting heritage language writing skills. In D. Pascual y Cabo (ed.), Advances in Spanish as a Heritage Language. Amsterdam: John Benjamins.

2015

 Torres, J. and Sanz, C. (2015). Is there a cognitive advantage for Spanish heritage bilinguals? A first look. Heritage Language Journal, 12(3), 292-309.

Serafini, E. and Torres, J. (2015). The utility of needs analysis for non-domain expert instructors in designing task-based Spanish for the professions curricula. Foreign Language Annals, 48(3), 447-472.