Department of Romance, German & Slavic Languages & Literatures
801 22nd Street, NW, Phillips Hall 513
Washington, DC 20052

Phone: (202) 994-6330
Fax: (202) 994-9126

María José De la Fuente

María José De la Fuente

Title — Associate Professor of Spanish, Director of the Spanish Language Program

Office — PHIL 513K, Office Hours: TR 3:15pm-5:15pm

Phone — (202) 994-1517

E-mail —


Professor María J. de la Fuente graduated from Georgetown University in 1998 with a PhD in Spanish and Second Language Acquisition. Before coming to GWU, she taught at Georgetown University, Duke University, and Vanderbilt University. Her research interests are the role of interaction in second/foreign language (L2) vocabulary acquisition, and the role of emerging technologies in language learning. The results of her research in these areas have appeared in refereed journals such as Studies in Second Language Acquisition, Computer Assisted Language Learning (CALL), and Language Teaching Research. Her current research focuses on the construct of task-based language learning. She is the author of two Spanish textbooks: Gente (Pearson) a widely-used textbook in college Spanish language programs, and Puntos de encuentro: a cross-cultural approach to Advanced Spanish (Cognella). Prof. de la Fuente is Editor in Chief of the Open Journal of Modern Linguistics.  She was the recipient of a 2008 Bender Teaching Award.


2013. Puntos de encuentro: a cross-cultural approach to advanced Spanish. Cognella Academic Publishing.

2012. "Learners’ attention to input during focus on form listening tasks: an empirical study on the role of mobile technology in the second language classroom". Computer Assisted Language Learning, Vol. 26.

2012. Gente, 3rd edition. Pearson Higher Education

2009. “The role of pedagogical tasks and focus on form on acquisition of discourse markers by advanced language learners”. In Campos, H. Lardiere, D., and Leow, R. (Eds.) Little Words: Their History, Phonology, Syntax, Semantics, Pragmatics, and Acquisition. Georgetown University Press

2008. "What's the Problem? L2 Learners' Use of L1 During Consciousness-Raising, Form-Focused Tasks" In The Modern Language Journal, vol. 92, 1

2006. “Classroom L2 vocabulary acquisition: Investigating the role of pedagogical tasks and form-focused instruction” In Language Teaching Research

Classes Taught

Spring 2014 Courses: SPAN1003.11, SPAN3022.10

Fall 2013 Course: SPAN2056.10