Comparing advanced L2 and heritage language learners’ Spanish grammars

• Clara Burgo ^[1]
  1. [1] Loyola University Chicago
• Localización: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 30, no. 1, 2017, págs. 52-73
• Idioma: inglés
• DOI: 10.1075/resla.30.1.03bur
• Texto completo no disponible (Saber más ...)
• Resumen

  • It is very well known that we should take a sociolinguistic teaching approach for Spanish heritage language (HL) learners' instruction. Potowski (2005) proposed that instruction be centered on literacy development and grammatical knowledge. However, not much has been said regarding grammar instruction: What does Spanish HL learners' grammar look like? What are the main similarities and differences between advanced L2 learners and HL learners? What are the most effective grammar teaching techniques for Spanish HL learners? Can those techniques used for L2 grammar teaching be applied to HL learners? In this article, an answer to all of these questions is offered. Moreover, practical examples of activities are provided using several techniques such as processing instruction, interactional feedback, dictogloss, and input enhancement, followed by pedagogical implications derived from current research on grammar instruction for both advanced L2 and HL learners of Spanish.

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