Research output per year
Research output per year
Search results
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2022
Heritage and Second Language Learners' Voices and Views on Mixed Classes and Separate Tracks
Henshaw, F. G., Apr 2022, Outcomes of University Spanish Heritage Language Instruction in the United States. Bowles, M. A. (ed.). Georgetown University Press, p. 189-208 (Georgetown Studies in Spanish Linguistics).Research output: Chapter in Book/Report/Conference proceeding › Chapter
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Some Observations on Class Observations: Why, What, and How Are We Observing?
Henshaw, F., Sep 2022, In: Hispania. 105, 3, p. 339-342 4 p.Research output: Contribution to journal › Article › peer-review
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2021
The role of linguistic background in interaction: A comparison of mixed and matched second language and heritage language learner dyads
Henshaw, F. & Hetrovicz, L., Mar 2021, In: Hispania. 104, 1, p. 43-59 17 p.Research output: Contribution to journal › Article › peer-review
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These are a Few of my Favorite Tools: Choosing the Right Tech for the Right Task
Henshaw, F. G., Feb 24 2021, In: FLTMAG. March 2021Research output: Contribution to journal › Article
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2020
Review of Blended basic language courses: Design, pedagogy, and implementation
Henshaw, F., Oct 2020, In: Language Learning and Technology. 24, 3, p. 45-47 3 p.Research output: Contribution to journal › Article › peer-review
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2016
Online courses for heritage learners: Best practices and lessons learned
Giglio Henshaw, F., Jul 11 2016, Advances in Spanish as a Heritage Language. Pascual y Cabo, D. (ed.). John Benjamins Publishing Company, p. 281-298 (Studies in Bilingualism; vol. 49).Research output: Chapter in Book/Report/Conference proceeding › Chapter
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Technology-Enhanced Heritage Language Instruction: Best Tools and Best Practices
Henshaw, F. G., Nov 2016, Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom. Fairclough, M. & Beaudrie, S. M. (eds.). Georgetown University PressResearch output: Chapter in Book/Report/Conference proceeding › Chapter
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2012
How effective are affective activities? Relative benefits of two types of structured input activities as part of a computer-delivered lesson on the Spanish subjunctive
Henshaw, F., Jul 2012, In: Language Teaching Research. 16, 3, p. 393-414 22 p.Research output: Contribution to journal › Article › peer-review
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2011
Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish Subjunctive
Henshaw, F. G., 2011, Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism . Sanz, C. & Leow, R. P. (eds.). Georgetown University Press, p. 85-100Research output: Chapter in Book/Report/Conference proceeding › Chapter