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Social Sciences and Humanities

D-Index
47
Citations
18312
World Ranking
3264
National Ranking
1574

Overview

Lourdes Ortega is affiliated with Georgetown University in the United States and has contributed extensively to the fields of Arts and Humanities, primarily focusing on language and linguistics.

Their research spans various subfields, including:

  • Language and Linguistics
  • Literature and Literary Theory
  • Developmental and Educational Psychology
  • Linguistics and Language
  • Ophthalmology

Ortega's work covers several main topics related to language acquisition and education, such as:

  • EFL/ESL Teaching and Learning
  • Second Language Learning and Teaching
  • Multilingual Education and Policy
  • Second Language Acquisition and Learning
  • Discourse Analysis in Language Studies
  • Neurobiology of Language and Bilingualism
  • Language, Discourse, Communication Strategies

The researcher has published articles in several academic venues, with frequent publications in:

  • Language Learning
  • Modern Language Journal
  • Studies in Second Language Acquisition
  • Language Teaching
  • Applied Linguistics

Notable recent papers include:

  • "ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY" (2021) in Studies in Second Language Acquisition
  • "Praxeology, humanism, equity, and mixed methods: Four pillars for advancing second language acquisition and teaching" (2025) in Modern Language Journal
  • "Sketches Toward a Decolonial Applied Linguistics" (2023) in Applied Linguistics
  • "Forging common ground in second language acquisition and teaching: A combined synergy statement" (2025) in Modern Language Journal
  • "Methodological innovation in applied linguistics research: Perspectives, strategies, and trends" (2023) in Language Teaching

Collaborations are an important aspect of their research activity. Frequent co-authors include:

  • Shuling Wu
  • Yongyan Zheng
  • Simona Pekarek Doehler
  • Miyuki Sasaki
  • Søren Wind Eskildsen

Best Publications

  • Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis

    John M. Norris;Lourdes Ortega

  • Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity

    John M. Norris;Lourdes Ortega

  • A Transdisciplinary Framework for SLA in a Multilingual World

    D. Atkinson;H. Byrnes;M. Doran;P. Duff

  • Syntactic Complexity Measures and Their Relationship to L2 Proficiency: A Research Synthesis of College-Level L2 Writing.

    Lourdes Ortega

  • The Role of Implicit Negative Feedback in SLA: Models and Recasts in Japanese and Spanish

    Michael H. Long;Shunji Inagaki;Lourdes Ortega

  • PLANNING AND FOCUS ON FORM IN L2 ORAL PERFORMANCE

    Lourdes Ortega

  • Understanding Second Language Acquisition

    Lourdes Ortega

  • Does Type of Instruction Make a Difference? Substantive Findings From a Meta‐analytic Review

    John M. Norris;Lourdes Ortega

  • Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion

    Lourdes Ortega

  • SLA for the 21st Century: Disciplinary Progress, Transdisciplinary Relevance, and the Bi/multilingual Turn

    Lourdes Ortega

  • SLA and the Study of Equitable Multilingualism

    Lourdes Ortega

  • LONGITUDINAL RESEARCH IN SECOND LANGUAGE ACQUISITION: RECENT TRENDS AND FUTURE DIRECTIONS

    Lourdes Ortega;Gina Iberri-Shea

  • Defining and Measuring SLA

    John Norris;Lourdes Ortega

  • Synthesizing research on language learning and teaching

    John Michael Norris;Lourdes Ortega

  • Ways Forward for a Bi/Multilingual Turn in SLA

    Lourdes Ortega

  • Technology-mediated TBLT : researching technology and tasks

    Marta González-Lloret;Lourdes Ortega

  • For What and for Whom Is Our Research? The Ethical as Transformative Lens in Instructed SLA

    Lourdes Ortega

  • 3. What do learners plan?: Learner-driven attention to form during pre-task planning

    Lourdes Ortega

  • The Longitudinal Study of Advanced L2 Capacities

    Lourdes Ortega;Heidi Byrnes

  • Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization:

    Naoko Mochizuki;Lourdes Ortega

Frequent Co-Authors

Nick C. Ellis
Nick C. Ellis University of Michigan–Ann Arbor
James P. Lantolf
James P. Lantolf Pennsylvania State University
Merrill Swain
Merrill Swain University of Toronto
Diane Larsen-Freeman
Diane Larsen-Freeman University of Michigan–Ann Arbor
Elaine Tarone
Elaine Tarone University of Minnesota
Bonny Norton
Bonny Norton University of British Columbia
Alison Mackey
Alison Mackey Georgetown University
Patricia A. Duff
Patricia A. Duff University of British Columbia
Michael H. Long
Michael H. Long University of Maryland, College Park
Jan H. Hulstijn
Jan H. Hulstijn University of Amsterdam

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