Modern and Classical Languages
College of Humanities and Social Sciences

Carrie Bonilla

Carrie Bonilla

Carrie Bonilla

Assistant Professor

Spanish: Second language acquisition, individual differences, explicit and implicit instruction, third language acquisition

Carrie Bonilla is Term Assistant Professor of Hispanic Linguistics at George Mason University. She completed her graduate work at the University of Pittsburgh (Ph.D. in Hispanic Linguistics) and at New York University in Madrid (MA in Spanish Language and Translation). Her current research focuses on second and third language acquisition, particularly pedagogical practices as related to the acquisition of syntax and morphology and individual differences such as cognitive aptitude. Her research has focused on questions of language learning in various learning environments, including online learning, classroom learning, and study abroad.

Upcoming and recent publications include an experimental vocabulary learning study with third language (L3) learners of Portuguese for second language (L2) Spanish speakers, a study investigating the role of cognitive aptitude in study abroad for L2 learners, an analysis of learner output via online chat vs. individual writing activities, and multiple studies investigating the sequence of language development and the effects of explicit language instruction on early L2 Spanish production.

Selected Publications

Bonilla, C. (2015) Instructing stages of Processability Theory in L2 Spanish: Next or

next +1? In K. Baten, M. Herreweghe, A. Buyl, & K. Lochtman (Eds.), Theory

development in Processability Theory. Amsterdam: John Benjamins.


Bonilla, C. (2014) From number agreement to the subjunctive: Evidence for

Processability Theory in L2 Spanish. Second Language Research.



Tare, M., Golonka, E., Vatz, K., Bonilla, C., Crooks, C., & Strong, R. (2014). Effects

of Interactive Chat vs. Independent Writing on L2 Learning. Language Learning

& Technology, 18(3), 208-227.


Bonilla, C. (2013). Tense or Aspect?: Initial Past Tense Marking for Beginning Classroom

Learners of Spanish. Hispania, 96, 4: 624-39. December special article: State-of-the-



Bonilla, C. (2011). The Conversational Historical Present in Oral Spanish Narratives.

Hispania 94: 429-442.