Heritage Speakers of Spanish and Study Abroad

TerminologyOverview of the volumeSection I: Sociolinguistic acquisitionSection II: PragmaticsSection III: IdentitySection IV: Linguistic developmentAfterwordConclusionReferencesSection I: SociolinguisticsSociolinguistic competence among heritage speakers of Spanish abroad: Key findings, critical gaps, and contributions to variationist theoryIntroductionSociolinguistic competenceSociolinguistic competence in the SA contextHSs, language competence, and the SA contextMoving forward: why study HLs abroad?A model studyAdditional considerationsImplications of research on HLs abroadConclusionNoteReferencesThe long-term impact of a sojourn abroad on heritage language learners of Spanish: The case of vosotros versus ustedesIntroductionBackgroundDeveloping regional features abroadLong-term linguistic gains from study abroadService learning for HLLsFeature under studyResearch questionsMethodsAnalysisResultsDiscussionConclusionsNotesReferences"Aquí el español es muy diferente": Mexican Americans' linguistic accommodation in social interactions with Spanish peersIntroductionBackgroundLanguage, accommodation, and identityStudy abroad in SpainHeritage speakers in study abroadMethodologyParticipantsData collectionResultsClaudiaDaniDenisseJuliaNancyDiscussionAccommodation to Peninsular SpanishLanguage and identityLimitationsConclusionsNotesAcknowledgmentReferencesIndividual differences in dialectal accommodation: Case studies of heritage speakers volunteering in coastal EcuadorIntroductionBackgroundHSs in immersion contextsSyllable-final /s/-weakeningTheoretical frameworksMethodsContext of immersionQuantitative methodsQualitative methodsResults and analysisQuantitative results of /s/-weakeningCase studiesSummaryConclusionsNotesAcknowledgmentReferencesSection II: PragmaticsResearching Spanish heritage language pragmatics in study abroadIntroductionLearning pragmatics in SASHSs in SASHS pragmaticsResearching SHS pragmatics in SAResearch strand 1: uninstructed pragmatic development in SAResearch strand 2: instructed pragmatics in SAResearch strand 3: IC and pragmatic developmentResearch strand 4: long-term impact of SAConclusionsNotesReferencesThe pragmatic development of heritage speakers of Spanish studying abroad in ArgentinaIntroductionPrevious researchSociolinguistic and ideological concerns in heritage language pragmaticsThe pragmatic systems of Spanish HSsMethodologyContext and participantsExplicit pragmatics instructionInstrumentsAnalysisCase studiesLeticiaDCT analysisCristinaDCT analysisDiscussionConclusionNotesReferencesAppendixSection III: IdentityHeritage speakers of Spanish and study abroad: Shifting identities in new contextsIntroductionSociocultural perspectives on language and identityIdentity, Spanish HLLs, and Spanish language educationSpanish HLLs and study abroadImplications and future directionsReferencesThe diverse experiences of heritage speakers at a Guatemalan language school: Linguistic agency in the contact zoneIntroductionReview of the literatureAgency and language learningLearning Spanish as a heritage languageMethodologyThree focal studentsFindingsDelia in the Kaqchikel classNicole in the advanced Spanish classWendy in the intermediate Spanish classDiscussionNotesReferencesSection IV: Linguistic developmentLinguistic development of Spanish heritage learners in study abroad: Considerations, implications, and future directionsIntroductionMain research approaches for oral and written language developmentSecond language linguistic development in study abroad contextsThe linguistic development of SHLLs in at-home contextsOralityThe writing skills of HLLsFuture research: agenda for studying the linguistic development of SHLLs in SACorpus researchGlobal proficiency assessment for HLLs in SAMethodologies for studying linguistic development among HLLs in SAThe role of peer-to-peer interventionsConclusionsNotesReferencesThe impact of study abroad on Spanish heritage learners' writing developmentIntroductionPrevious studies on heritage learners' writingResearch on writing and lexical development in study abroad contextsThe present studyMethodologyParticipants and settingInstruments and data collectionMeasures and data analysisResultsDiscussionConclusionNotesReferencesAppendix AAppendix BData-coding sampleSection V: Program designSpanish heritage language learners abroad: Inclusive pedagogies for critical sociocultural linguistic literacyIntroductionHeritage language-centered learning objectives in SA program designLanguage ideologies and heritage language learning objectives at home and abroadExamining sociolinguistic agency and identity formation through CSLLStylistic practices and agency among Spanish heritage language studentsTransforming SA opportunities through CSLL and community-based programsConclusion: decolonizing study abroadNoteReferencesEnhancing readiness for the immersive experience: Spanish heritage language learners as conversation partners in predeparture sessionsIntroductionStudy abroad as a multiphase learning experienceSpanish heritage language learners as a valuable resource for the predeparture phaseGuidelines for designing an SA model that strengthens predeparture interventionsStep 1: selecting SHLLs who will work as conversation partners in the predeparture sessionsStep 2: informing participants about the SA program format and exploring learner concernsStep 3: developing hands-on activities for the predeparture sessions and training SHL conversation partnersStep 4: organizing predeparture sessions and overseeing the conversation exchangesStep 5: reflections of L2Ls and SHLLs on the predeparture sessionsConclusionNotesReferencesAn international service-learning experience for Spanish heritage speakers: The nursing homeIntroductionLiterature reviewHeritage speakers studying abroadService learningService learning in language programsService learning for heritage speakers of SpanishInternational service learningPurpose of the studyMethodologyParticipantsThe study abroad programThe international service-learning experienceInstrumentation and data collectionResultsLinguistic awarenessCultural understandingPersonal growthBenefits for residentsConclusionsLimitations and future researchReferencesAfterword: Charting a path forward for Spanish heritage speakers in study abroadReferencesList of contributors
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