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Department of Languages and Literatures at Lehman College

Faculty - Beatriz Lado

Beatriz LadoEmail Address:
Phone Number: 718-960-8277
Office: Carman Hall, Room 270
Rank: Associate Professor/Linguistics program director
Degrees and Sources of Degrees: Licenciatura, University of Valencia (Spain); M.A. Northwestern State University; M.A., Louisiana State University; M.S. & Ph. D., Georgetown University.

Beatriz Lado received her Licenciatura from the Universitat de València, her M.A. in Linguistics from Louisiana State University, and her Ph.D. in Spanish Linguistics from Georgetown University (2008). Before coming to Lehman she was an Assistant Professor at the University of San Diego, where she taught Spanish, applied linguistics, and language teaching methods. At Lehman, she directs the Linguistics Program and teaches all levels of Spanish and Spanish linguistics courses. She is also affiliated to LAILaC at The Graduate Center (CUNY), where she teaches courses in applied linguistics and language pedagogy.

Research Interests

Bi/multilingual language acquisition, the interaction between pedagogical interventions and individual differences, language placement, and critical and social justice approaches to language teaching and learning, including exploring the impact that critical approaches to teaching Spanish at the college level has on language minoritized and racialized learners (both Latinxs and non-Latinxs), and specifically on how they develop critical linguistic awareness and negotiate their language ideologies, capital, identities, and investment in the language learning process.



  • Lado, B. & Quijano, C. (2020). “Ideologies, identity, capital, and investment in a critical multilingual Spanish classroom.” Critical Multilingualism Studies: An Interdisciplinary
    , 8 (1), 141-175.
  • Lado, B., Bowden, H. W, Stafford, C., & Sanz, C. (2017). “Two birds, one stone, or how learning a foreign language makes you a better language learner.” Hispania, 100(3), 361-378.
  • Lado, B. (2017). “Aptitude and pedagogical conditions in the early development of a non-primary language.” Applied Psycholinguistics, 38(3), 679-701.
  • Sanz, C., Lin., H., Lado, B., Bowden, H. B., & Stafford, C. A. (2016). “One Size Fits All? Learning Conditions and Working Memory Capacity in Ab Initio Language
    Development.” Applied Linguistics, 37(5), 669-692.First published online October 29, 2014 doi:10.1093/applin/amu058.
  • Sanz, C., Park, H., & Lado, B. (2015). “A functional approach to cross-linguistic influence in ab initio L3 acquisition.” Bilingualism: Language and Cognition, 18(2), 236-251. doi:10.1017/S1366728914000285.
  • 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(3), 320-344. First published online
    November 21, 2013 doi:10.1177/1362168813510382.
  • Yanguas, I., & Lado, B. (2012). “Is thinking aloud reactive when writing in the Heritage
    Language? A quantitative study.” Foreign Language Annals, 45(3), 380-399.
  • Lado, B. (2011). “Linguistic landscape as a reflection of the linguistic and ideological conflict in the Valencian Community.” International Journal of Multilingualism, 8(2), 135-150.
  • Sanz, C., Lin., H., Lado, B., Bowden, H. B., & Stafford, C. A. (2009). “Concurrent verbalizations, pedagogical conditions, and reactivity: two CALL studies.” Language Learning, 59(1), 33-71.

Edited Volume

  • Sanz, C. & Lado, B. (Eds.). (2013). Individual differences, L2 development & language program administration: From theory to practice. Boston, MA: Cengage Learning.

Book Chapters

  • Lado, B., & Sanz, C. (2021). “Feedback, aptitude, and multilingualism.” In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching(pp. 689-712). Cambridge, UK: Cambridge University Press.
  • Sanz, C., & Lado, B. (2017). “Technology and the study of awareness.” In S. Thorne & S. May (Eds.), Language, education and technology. Encyclopedia of language and education (3rd  ed.). Springer, Cham.
  • Lado, B., & Sanz, C. (2016). “Methods in Multilingualism Research.” In K. A. Kingand, Y. Lai, & S. May (Eds.), Research methods in language and education. Encyclopedia of language and education. doi: 10.1007/978-3-319-02329-8_14-1.
  • Sanz, C. & Lado, B. (Eds.). (2013). “Individual differences in language development: Teaching diverse populations.” In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp. 1-12). Boston, MA: Cengage Learning.
  • Lenet, A., Sanz, C., Lado, B., Howard, J.H., & Howard, D.V. (2011). “Aging, pedagogical conditions, and differential success in SLA: An empirical study.” In C. Sanz & R.P. Leow (Eds.), Implicit and explicit language learning: Conditions, processes and knowledge in SLA and bilingualism (pp. 73-84). Washington, DC: Georgetown University Press.
  • Sanz, C., & Lado, B. (2008b). “Third language acquisition research methods.” In K. A.
    King & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Edition, Volume 10: Methods in language and education (pp. 113-135): Springer
    Science+Business Media LLC.
  • Sanz, C., & Lado, B. (2008a). “Technology and the study of awareness.” In J. Cenoz & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Edition, Volume 6: Knowledge about language (pp. 299-312): Springer Science+Business Media LLC.
  • Lado, B. (2002). “El discurso del español en la comunicación a través de ordenador.” InCortázar, A. & Fernández, C. (Eds.), Proceedings of the 23rd Louisiana conference on Hispanic languages and literatures (pp. 119-126). Baton Rouge, LA.