IN PROGRESS

Torres, J. (forthcoming). Closing the media gap? Latinx languaging at race and queer intersections. In J. Lara (Ed.), Racialized Bodies & Constructed Identities: Representations of Latinx Peoples in Literature & Film.  
Bowles, M.A. & Torres, J. (forthcoming). Heritage language acquisition. In A. V. Brown (Ed.), Routledge Handbook of Language Program Development and Administration. 
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. 
Torres, J. (forthcoming). Spanish Second Language Acquisition. In M. Lacorte (Ed.) Routledge Handbook of Hispanic Applied Linguistics, 2nd edition. ​Routledge Press. 
Sulier, N., Torres, J., Kroll, J.F. (under 1st review). Not just two languages: Using variation in language experience to understand how cognitive resources and motivation shape language performance. 
Kroll, J.F., Sulier, N.J., & Torres, J. (under review). Language contact and context: The cognitive and neural consequences of SLA. The Routledge Handbook of SLA and Language Contact. (Eds: E. Mayer & L. Sanchez). ​​
 

2025

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.