The effects of instruction on linguistic development in Spanish heritage language speakers

Kim Potowski, Jill Jegerski, Kara Morgan-Short

Research output: Contribution to journalArticlepeer-review

Abstract

The current study compared the effects of two second language (L2) instruction types - processing instruction (VanPatten, 2004) and traditional output-based instruction - on the development of the Spanish past subjunctive among U.S. Spanish heritage language speakers and traditional L2 learners. After exposure to instruction, both the heritage learners and the L2 learners showed significant improvement on interpretation and production tasks. Only the L2 learners showed significant improvement for grammaticality judgments. Overall, the L2 learners outperformed the heritage learners. The results suggest that heritage speakers' language development may differ from that of L2 learners, although they also suggest that heritage speakers can benefit from focused grammar instruction.

Original languageEnglish (US)
Pages (from-to)537-579
Number of pages43
JournalLanguage Learning
Volume59
Issue number3
DOIs
StatePublished - Sep 1 2009
Externally publishedYes

Keywords

  • Classroom research
  • Heritage speakers
  • Processing instruction
  • Spanish
  • Subjunctive

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Fingerprint

Dive into the research topics of 'The effects of instruction on linguistic development in Spanish heritage language speakers'. Together they form a unique fingerprint.

Cite this