TY - CHAP
T1 - Outcomes of Classroom Spanish Heritage Language Instruction
AU - Bowles, Melissa A
PY - 2018/5
Y1 - 2018/5
N2 - There have been three empirical studies examining the learning outcomes of instructed Spanish heritage language acquisition: Montrul and Bowles (2010), Potowski, Jegerski, and Morgan-Short (2009) and Torres (2013). This chapter focuses on the processes and products of heritage language acquisition and presents the use of descriptive and experimental techniques. It argues that the field of instructed second language acquisition (ISLA) should be used as an initial point of departure, since, although they involve different learner populations, at their cores both instructed heritage language acquisition (IHLA) and ISLA seek to determine how language instruction can best be structured to maximize learning. The chapter reviews what we know based on existing research, drawing tentative conclusions and identifying areas in need of future investigation. It is important to establish that there are four main types of classroom language acquisition research that can be conducted–descriptive, ethnographic, correlational, and experimental.
AB - There have been three empirical studies examining the learning outcomes of instructed Spanish heritage language acquisition: Montrul and Bowles (2010), Potowski, Jegerski, and Morgan-Short (2009) and Torres (2013). This chapter focuses on the processes and products of heritage language acquisition and presents the use of descriptive and experimental techniques. It argues that the field of instructed second language acquisition (ISLA) should be used as an initial point of departure, since, although they involve different learner populations, at their cores both instructed heritage language acquisition (IHLA) and ISLA seek to determine how language instruction can best be structured to maximize learning. The chapter reviews what we know based on existing research, drawing tentative conclusions and identifying areas in need of future investigation. It is important to establish that there are four main types of classroom language acquisition research that can be conducted–descriptive, ethnographic, correlational, and experimental.
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U2 - 10.4324/9781315735139-21
DO - 10.4324/9781315735139-21
M3 - Chapter
AN - SCOPUS:85130813654
SN - 9781138833883
SN - 9780367580698
T3 - Routledge Spanish Language Handbooks
SP - 331
EP - 344
BT - The Routledge Handbook of Spanish as a Heritage Language
A2 - Potowski, Kim
PB - Routledge
CY - New York
ER -