Heritage Speakers of Spanish and Study Abroad

Terminology Overview of the volume Section I: Sociolinguistic acquisition Section II: Pragmatics Section III: Identity Section IV: Linguistic development Afterword Conclusion References Section I: Sociolinguistics Sociolinguistic competence among heritage speakers of Spanish abroad: Key findings, critical gaps, and contributions to variationist theory Introduction Sociolinguistic competence Sociolinguistic competence in the SA context HSs, language competence, and the SA context Moving forward: why study HLs abroad?A model study Additional considerations Implications of research on HLs abroad Conclusion Note References The long-term impact of a sojourn abroad on heritage language learners of Spanish: The case of vosotros versus ustedes Introduction Background Developing regional features abroad Long-term linguistic gains from study abroad Service learning for HLLs Feature under study Research questions Methods Analysis Results Discussion Conclusions Notes References "Aquí el español es muy diferente": Mexican Americans' linguistic accommodation in social interactions with Spanish peers Introduction Background Language, accommodation, and identity Study abroad in Spain Heritage speakers in study abroad Methodology Participants Data collection Results Claudia Dani Denisse Julia Nancy Discussion Accommodation to Peninsular Spanish Language and identity Limitations Conclusions Notes Acknowledgment References Individual differences in dialectal accommodation: Case studies of heritage speakers volunteering in coastal Ecuador Introduction Background HSs in immersion contexts Syllable-final /s/-weakening Theoretical frameworks Methods Context of immersion Quantitative methods Qualitative methods Results and analysis Quantitative results of /s/-weakening Case studies Summary Conclusions Notes Acknowledgment References Section II: Pragmatics Researching Spanish heritage language pragmatics in study abroad Introduction Learning pragmatics in SA SHSs in SA SHS pragmatics Researching SHS pragmatics in SA Research strand 1: uninstructed pragmatic development in SA Research strand 2: instructed pragmatics in SA Research strand 3: IC and pragmatic development Research strand 4: long-term impact of SA Conclusions Notes References The pragmatic development of heritage speakers of Spanish studying abroad in Argentina Introduction Previous research Sociolinguistic and ideological concerns in heritage language pragmatics The pragmatic systems of Spanish HSs Methodology Context and participants Explicit pragmatics instruction Instruments Analysis Case studies Leticia DCT analysis Cristina DCT analysis Discussion Conclusion Notes References Appendix Section III: Identity Heritage speakers of Spanish and study abroad: Shifting identities in new contexts Introduction Sociocultural perspectives on language and identity Identity, Spanish HLLs, and Spanish language education Spanish HLLs and study abroad Implications and future directions References The diverse experiences of heritage speakers at a Guatemalan language school: Linguistic agency in the contact zone Introduction Review of the literature Agency and language learning Learning Spanish as a heritage language Methodology Three focal students Findings Delia in the Kaqchikel class Nicole in the advanced Spanish class Wendy in the intermediate Spanish class Discussion Notes References Section IV: Linguistic development Linguistic development of Spanish heritage learners in study abroad: Considerations, implications, and future directions Introduction Main research approaches for oral and written language development Second language linguistic development in study abroad contexts The linguistic development of SHLLs in at-home contexts Orality The writing skills of HLLs Future research: agenda for studying the linguistic development of SHLLs in SA Corpus research Global proficiency assessment for HLLs in SA Methodologies for studying linguistic development among HLLs in SA The role of peer-to-peer interventions Conclusions Notes References The impact of study abroad on Spanish heritage learners' writing development Introduction Previous studies on heritage learners' writing Research on writing and lexical development in study abroad contexts The present study Methodology Participants and setting Instruments and data collection Measures and data analysis Results Discussion Conclusion Notes References Appendix A Appendix B Data-coding sample Section V: Program design Spanish heritage language learners abroad: Inclusive pedagogies for critical sociocultural linguistic literacy Introduction Heritage language-centered learning objectives in SA program design Language ideologies and heritage language learning objectives at home and abroad Examining sociolinguistic agency and identity formation through CSLL Stylistic practices and agency among Spanish heritage language students Transforming SA opportunities through CSLL and community-based programs Conclusion: decolonizing study abroad Note References Enhancing readiness for the immersive experience: Spanish heritage language learners as conversation partners in predeparture sessions Introduction Study abroad as a multiphase learning experience Spanish heritage language learners as a valuable resource for the predeparture phase Guidelines for designing an SA model that strengthens predeparture interventions Step 1: selecting SHLLs who will work as conversation partners in the predeparture sessions Step 2: informing participants about the SA program format and exploring learner concerns Step 3: developing hands-on activities for the predeparture sessions and training SHL conversation partners Step 4: organizing predeparture sessions and overseeing the conversation exchanges Step 5: reflections of L2Ls and SHLLs on the predeparture sessions Conclusion Notes References An international service-learning experience for Spanish heritage speakers: The nursing home Introduction Literature review Heritage speakers studying abroad Service learning Service learning in language programs Service learning for heritage speakers of Spanish International service learning Purpose of the study Methodology Participants The study abroad program The international service-learning experience Instrumentation and data collection Results Linguistic awareness Cultural understanding Personal growth Benefits for residents Conclusions Limitations and future research References Afterword: Charting a path forward for Spanish heritage speakers in study abroad References List of contributors