Outcomes of University Spanish Heritage Language Instruction in the United States

List of Illustrations

Acknowledgments

Introduction: Why and How to Examine Outcomes of Heritage Language Instruction

Melissa A. Bowles

Part I: Morphosyntactic Outcomes

1. Modality Matters! A Look at Task-Based Outcomes

Julio Torres

2. The Differential Effects of Three Types of Form-Focused Computer-Based Grammar Instruction: The Case of Receptive Heritage Learners

Sara M. Beaudrie and Bonnie C. Holmes

3. Effects of Instruction on Specific Measures of Accuracy in Spanish Heritage Learners' Writing

Adrián Bello-Uriarte

4. The Secret Is in The Processing: Categorizing How Heritage Learners of Spanish Process

Celia Chomón Zamora

5. What Type of Knowledge Do Implicit and Explicit Heritage Language Instruction Result In?

Sara Fernández Cuenca and Melissa A. Bowles

Part II: Social and Educational Outcomes

6. ?Incorporating Our Own Traditions and Our Own Ways of Trying to Learn the Language?: Beginning-Level Spanish as a Heritage Language Students' Perception of Their SHL Learning Experience

Damián Vergara Wilson

7. Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness, and Agency in SHL Education

Claudia Holguín Mendoza

8. Toward an Understanding of the Relationship between Heritage Language Programs and Latinx Student Retention and Graduation: An Exploratory Case Study

Josh Prada and Diego Pascual y Cabo

9. Heritage and Second Language Learners' Voices and Views on Mixed Classes and Separate Tracks

Florencia G. Henshaw

Afterword: Studying Outcomes to Bridge the Gap between Teaching and Learning

Maria M. Carreira

List of Contributors

Index