Ph.D., Rutgers University (2020, Bilingualism and Second Language Acquisition)
M.A.T., IUPUI (2014, Teaching Spanish)
B.A., Universidad de Salamanca (2011, Translation and Interpreting)
Cristina Lozano Argüelles is an Assistant Professor of interpreting and bilingualism at the Department of Modern Languages and Literatures at John Jay College of Criminal Justice. She investigates how monolinguals and bilinguals understand language and, in particular, the effects of interpreting experience on second language processing. She is currently working with undergraduate students and setting up her new eye-tracking lab on bilingualism and interpreting.
Check out my TikTok to learn about how we acquire languages, translation, interpreting, and more: @bilingualmind
Courses taught
SPA 111 - Spanish for heritage speakers
SPA 231 - Interpreting I
SPA 333 - Interpreting II
HON 380 - The Bilingual Mind
Lozano-Argüelles, C., & Martínez-Gómez, A. (2025). Language Learning Bridge: How Translation and Interpreting Training Impacts Bilingual Proficiency in Heritage and L2 Learners. Frontiers in Education.
Sagarra, N., Fernández-Arroyo, L., Lozano-Argüelles, C., & Casillas, J.V. (2024). Unraveling the Complexities of L2 Lexical Stress: L1 Transfer, L2 Proficiency, and L2 Exposure. Language Learning. 74(3), 574-605.
Lozano-Argüelles, C., Sagarra, N., & Casillas, J.V. (2023). Interpreting experience and working memory effects on L1 and L2 morphological prediction. Frontiers in Language Sciences, 1, 1065014.
Lozano-Argüelles, C., & Sagarra, N. (2021). Interpreting experience enhances the use of lexical stress and syllabic structure to predict L2 word endings. Applied Psycholinguistics.
Lozano-Argüelles, C., Fernández Arroyo, L., Rodríguez, N., Durand López, E., Garrido Pozú, J., Markovits, J., . . . Casillas, J.V. (2021). Conceptually Cued Perceptual Categorization in Adult L2 Learners. Studies in Second Language Acquisition, 43(1), 204-219.
Lozano-Argüelles, C., Sagarra, N., & Casillas, J.V. (2020). Slowly but surely: Interpreting facilitates L2 morphological anticipation based on suprasegmental and segmental information. Special issue “Interpreting: A Window to Bilingual Processing” (Eds. Yanping Dong and Ping Li). Bilingualism: Language and Cognition. 3(4), 752-762.
Lozano-Argüelles, C., & Gatti, A. (revise and resubmit). Validation of LexTALE-Esp as a proficiency measure of heritage learners of Spanish.
Lozano-Argüelles, C. (revising for resubmission). Diversity in the Classroom: Mapping the Bilingual Profile of Translation Students in the US.
2024-2026 ¿Quiénes son? Assessing Language Skills, Belonging, and Identity of Bilingual Students: Towards a Bilingual Education STEM Transfer Pipeline, National Science Foundation. (Role: Co-PI. Lead PI: Rosemary Barberet. PI: Sarah Hoiland, Hostos Community College).
2023-2026 Language Placement for Equitable Learning, International Research and ($195,242) Studies Program, U.S. Department of Education. (Role: PI. Director: Alberta Gatti, Graduate Center)
2022-2026 Language Resource Center – CILC (Center for Integrated Learning Communities), U.S. Department of Education. (Role: Co-investigator and advisory board member. PI: Alberta Gatti, Graduate Center)
2019-2020 Dissertation Completion Fellowship, Mellon Foundation ($28,500)