Book

• Geeslin, K. L., with Long, A. Y. (2014). Sociolinguistics and second language acquisition: Learning to use language in context. New York: Routledge.

Special issues

• Long, A. Y. (Ed.). (2017). Pacific Asia Inquiry: Multidisciplinary Perspectives, 8, 1-60.
• ​Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (Eds.). (2017). TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis? Studies in Second Language Acquisition, 39(2), 213-399.

Refereed articles & book chapters

• Solon, M., & Long, A. Y. (2018). Acquisition of phonetics and phonology abroad: What we know and how. In C. Sanz (Ed.), Handbook of Study Abroad.
• Long, A. Y., Solon, M., & Bongiovanni, S. (2018). Context of learning and second language development of Spanish vowels. Studies in Hispanic and Lusophone Linguistics, 11(1), 59-87.
• Geeslin, K. L., Gudmestad, A., Kanwit, M., Linford, B., Long, A. Y., Schmidt, L., & Solon, M. (2018). Sociolinguistic competence and the acquisition of speaking.​​ In R. Alonso Alonso (Ed.), Speaking in a second language (pp. 1-25). Amsterdam: John Benjamins.
• Long, A. Y., Shin, S.-Y., Geeslin, K., & Willis, E. (2018). Does the test work? Evaluating a web-based language placement test. Language Learning & Technology, 22(1), 137-156.
• Gurzynski-Weiss, L., Geeslin, K. L., Daidone, D., Linford, B., Long, A. Y., Michalski, I., & Solon, M. (2018). Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom. In A. Tyler, L. Ortega, M. Uno, & L. Park (Eds.), Usage-inspired L2 instruction: Researched pedagogy (pp. 291-314). Amsterdam: John Benjamins.
• Gurzynski-Weiss, L., Geeslin, K., Long, A. Y., & Daidone, D. (2017). Linguistic variation in instructor provision of oral input. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and researchers (pp. 225-253). Amsterdam: John Benjamins.
• Long, A. Y. (2017). Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and researchers (pp. 201-223). Amsterdam: John Benjamins.
• Long, A. Y., & Geeslin, K. L. (2017). Spanish second language acquisition across the globe: What future research on non-English speaking learners will tell us. Hispania, 100(5), 205-210.
• Long, A. Y., & Harsh, M. (2017). Estas rimas son pa’ ti: Exploring learners’ comprehension of Spanish language music containing dialectal features. The Working Papers in Literacy, Culture, and Language Education (WPLCLE), 5, 36-58.
• Solon, M., Long, A. Y., & Gurzynski-Weiss, L. (2017). Task complexity, language-related episodes, and production of L2 Spanish vowels. Studies in Second Language Acquisition, 39(2), 347-380.
• Linford, B., Solon, M., Long, A. Y., Whatley, M., & Geeslin, K. (2016). Lexical frequency and subject expression in native and non-native Spanish: A closer look at independent and mediating effects. In S. Sessarego & F. Tejedo (Eds.), Issues in Hispanic and Lusophone Linguistics: Selected proceedings of the 7th International Workshop on Spanish Sociolinguistics. Amsterdam: John Benjamins.
• Linford, B., Long, A. Y., Solon, M., & Geeslin, K. (2016). Measuring lexical frequency: Comparison groups and subject expression in L2 Spanish In L. Ortega, A. Tyler, & M. Uno (Eds.), Usage-based approaches to language learning and multilingualism. Washington, DC: Georgetown University Press.
• Geeslin, K. L., & Long, A. Y. (2016). La adquisición del español como segunda lengua: Fonología. Enciclopedia de lingüística hispánica. New York: Routledge.
• Bongiovanni, S., Long, A. Y., Solon, M., & Willis, E. W. (2015). The effect of short-term study abroad on second language Spanish phonetic development. Studies in Hispanic & Lusophone Linguistics, 8(2), 243-284.
• Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (2015). Comparing interaction and use of space in innovative and traditional Spanish FL classrooms. Hispania, 98(1), 61-78.
• Long, A., & Díaz-Campos, M. (2015). Cimarroneras: The role of isolated communities in the potential development of a Spanish creole. In S. Sessarego & M. Gonzalez-Rivera (Eds.), New perspectives on Hispanic contact linguistics in the Americas. Madrid: Iberoamericana/Vervuert.
• Geeslin, K. L., & Long, A. Y. (2015). The development and use of the Spanish copula with adjectives by Korean-speaking learners. In I. Pérez-Jiménez, M. Leonetti, & S. Gumiel Molina (Eds.), New perspectives on the study of ser and estar (pp. 293-323). Amsterdam: John Benjamins.
• Long, A. Y. (2014). Voiced stop deletion in Caracas speech: A sociolinguistic analysis of intervocalic /b d ɡ/. IULC Working Papers, Volume 14: Quantitative approaches to the study of sociolinguistic phenomena across Spanish varieties, 1-16.
• Long, A., & Baldwin, L. (2013). A sociolinguistic analysis of intervocalic /b/ in Caracas Spanish. IULC Working Papers, Volume 13-1, 1-20.
• Geeslin, K., Linford, B., Fafulas, S., Long, A., & Díaz-Campos, M. (2013). The L2 development of subject form variation in Spanish: The individual vs. the group. In J. Cabrelli Amaro, G. Lord, A. de Prada Pérez, & J. E. Aaron (Eds.), Selected proceedings of the 16th Hispanic Linguistics Symposium (pp. 156-174). Somerville, MA: Cascadilla Proceedings Project.