List of Illustrations Acknowledgments 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 Julio Torres 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 Adrian Bello-Uriarte 4. The Secret Is in The Processing: Categorizing How Heritage Learners of Spanish Process Celia Chomon Zamora 5. What Type of Knowledge Do Implicit and Explicit Heritage Language Instruction Result In? Sara Fernandez 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 Damian Vergara Wilson 7. Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness, and Agency in SHL Education Claudia Holguin 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 List of Contributors Index
The first volume to explore the effectiveness of instructional methods for college-level Spanish heritage learners In 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. These thematically linked empirical studies and their pedagogical implications build a foundation for heritage language instruction and directions for future research. Scholars and educators alike will welcome this volume.
Melissa A. Bowles is a professor of Spanish and a Conrad Humanities Scholar (2018-23) at the University of Illinois at Urbana-Champaign, where she teaches linguistics, educational psychology, and second language acquisition and teacher education (SLATE). Bowles is a codirector of the National Heritage Language Resource Center at UCLA and the author of The Think-Aloud Controversy in Second Language Research.