Department of Linguistics

Jeanne Heil Ph.D.

Assistant Professor, Linguistics

Office Location

310 A-Wing Science Building

Phone

780-4582

Academic Degrees

  • Ph.D. in Hispanic Studies (Linguistics), University of Illinois at Chicago, 2015

Profile

Previous Experience: Researcher with the Bilingualism Research Laboratory at the University of Illinois at Chicago (2008-2016). Taught in the Department of Language and Literature at Eastern Mennonite University (2016-2017), and the Department of Hispanic and Italian Studies at the University of Illinois at Chicago (2007-2016).

Professional Service: Book proposal reviewer for Routledge and abstract reviewer for the Bilingualism Research Forum.

Research Interests

Linguistic and psycholinguistic approaches to bilingualism (adult second language acquisition, heritage language acquisition); Methodology in second language acquisition and code-switching research

Recent Publications

Heil, J., & López, L. (2020). Acquisition without evidence: English infinitives and poverty of stimulus in adult second language acquisition. Second Language Research, 36(4), 415-443.

Morgan-Short, K., Marsden, E., Heil, J., Issa II, B.I., Mikhaylova, A., Mikołajczak, S., Moreno, N., Leow, R.P., Slabakova, R., & Szudarski, P. (2018). Multi-site replication in SLA research: Attention to form during listening and reading comprehension in Spanish L2. Language Learning68(2), 392-437.

Heil, J., & Ebert, S. (2018). Extra-syntactic factors in the that-trace effect. In Contemporary Trends in Hispanic and Lusophone Linguistics: Selected papers from the Hispanic Linguistic Symposium 2015 (Vol. 15, p. 309). John Benjamins Publishing Company.

 

González-Vilbazo, K., Bartlett, L., Downey, S., Ebert, S., Heil, J., Hoot, B., Koronkiewicz, B., & Ramos, S. (2013). Methodological considerations in code-switching research. Studies in Hispanic and Lusophone Linguistics, 6(1), 119-138.

Morgan-Short, K., Heil, J., Botero-Moriarty, A., & Ebert, S. (2012). Allocation of attention to second language form and meaning: Revisiting the use of think aloud protocols. Studies in Second Language Acquisition, 34(4), 659-685.