Outcomes of Classroom Spanish Heritage Language Instruction

Research output: Chapter in Book/Report/Conference proceedingChapter


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.
Original languageEnglish (US)
Title of host publicationThe Routledge Handbook of Spanish as a Heritage Language
EditorsKim Potowski
Place of PublicationNew York
Number of pages14
ISBN (Electronic)9781315735139
ISBN (Print)9781138833883, 9780367580698
StatePublished - May 2018

Publication series

NameRoutledge Spanish Language Handbooks

ASJC Scopus subject areas

  • General Arts and Humanities
  • General Social Sciences


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