n the United States, heritage language speakers represent approximately 22 percent of the population and 29 percent of the school-age population. Until now, though, few studies have examined the outcomes of classroom teaching of heritage languages.
Outcomes of University Spanish Heritage Language Instruction in the United States sheds light on the effectiveness of specific instructional methods for college-level heritage learners. The first of its kind, this volume addresses how receiving heritage classroom instruction affects Spanish speakers on multiple levels, including linguistic, affective, attitudinal, social, and academic outcomes. Examining outcomes of instruction in the Spanish language—the most common heritage language in the United States—provides insights that can be applied to instruction in other heritage languages.
Introduction: Why and How to Examine Outcomes of Heritage Language Instruction
Melissa A. Bowles
Part I: Morphosyntactic Outcomes
1. Modality Matters! A Look at Task-Based Outcomes
2. The Differential Effects of Three Types of Form-Focused Computer-Based Grammar Instruction: The Case of Receptive Heritage Learners
Sara M. Beaudrie and Bonnie C. Holmes
3. Effects of Instruction on Specific Measures of Accuracy in Spanish Heritage Learners' Writing
4. The Secret Is in The Processing: Categorizing How Heritage Learners of Spanish Process
Celia Chomón Zamora
5. What Type of Knowledge Do Implicit and Explicit Heritage Language Instruction Result In?
Sara Fernández Cuenca and Melissa A. Bowles
Part II: Social and Educational Outcomes
6. "Incorporating Our Own Traditions and Our Own Ways of Trying to Learn the Language": Beginning-Level Spanish as a Heritage Language Students' Perception of Their SHL Learning Experience
Damián Vergara Wilson
7. Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness, and Agency in SHL Education
Claudia Holguín Mendoza
8. Toward an Understanding of the Relationship between Heritage Language Programs and Latinx Student Retention and Graduation: An Exploratory Case Study
Josh Prada and Diego Pascual y Cabo
9. Heritage and Second Language Learners' Voices and Views on Mixed Classes and Separate Tracks
Florencia G. Henshaw
Afterword: Studying Outcomes to Bridge the Gap between Teaching and Learning
Maria M. Carreira