A Comparison of L2–L2 and L2–Heritage Learner Interactions in Spanish Language Classrooms

Abstract

Conversational interaction studies have typically focused either on second language (L2) learners participating in native speaker–nonnative speaker (NS–NNS) dyads or in NNS–NNS dyads. This study analyzes the task‐based interactions of 26 naturally occurring learner dyads in an intermediate‐level, university Spanish language classroom, 13 of which were matched L2 learner dyads and 13 of which were mixed L2 learner–heritage learner (HL) dyads. Specifically, the study compared the two dyad types to determine whether they differed in their focus on form or in the amount of talk produced during interaction. Results revealed that the two types of dyads were largely similar, although instances of focus on form were more likely to be resolved in a target‐like way by mixed L2–HL pairs than by matched L2–L2 pairs, and there was significantly more target language talk in mixed pairs. Interestingly, L2 learners used the target language significantly more with HL learners than they did with other L2 learners, suggesting that different conversational norms may be at play in the two pair types. Furthermore, posttask questionnaire data indicated that L2 and HL learners alike saw the interaction as a greater opportunity for the L2 learner's development than for the HL learner's, calling into question whether classroom contexts like this one meet the needs of HL learners.

The Sociocognitive Imperative of L2 Pedagogy

“…Although meta‐analytic syntheses of research have shown consistent benefits for recasts and negotiated interaction (Li, ; Mackey & Goo, ; Russell–Valezy & Spada, ), such broad generalizations may have little to say about implementation in specific contexts, given the variation in individual results. Furthermore, the claim that attention to L2 form would be best achieved through ad hoc reactive feedback has been undercut by evidence that (a) learners often fail to correct their peers on grammatical accuracy, particularly when their errors do not affect comprehensibility (Adams, Nuevo, & Egi, ; Bowles, Adams, & Toth, ; Buckwalter, ), and (b) tasks requiring learners to develop or apply elaborate explicit understandings of L2 structural patterns have positive outcomes on subsequent language use (Moranski & Toth, 2016; Negueruela & Lantolf, ; Swain et al., ). As social approaches to L2 development have gained interest since the turn of the millennium, proponents of the interaction hypothesis have begun to acknowledge the importance of social and pragmatic, contextual factors in explaining variability in learning outcomes (Ellis & Sheen, ; Mackey, ; Philp & Mackey, )…”

A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

“…Among the few studies that have addressed HL learners’ response to pedagogical interventions, a research strand of task‐based peer interaction studies has emerged to better understand the nature of HL and second language (L2) peer interactions, and its effects on language performance and linguistic focus (Blake & Zyzik, ; Bowles, ; Bowles, Adams, & Toth, ; Henshaw, ). Due to the nature of pedagogic tasks that have the capacity to draw on learners’ linguistic and sociocognitive resources during interaction, these studies have demonstrated that tasks can serve as a vehicle to examine how HL learners deploy these resources to engage in authentic communicative events.…”

Current Approaches to Orthography Instruction for Spanish Heritage Learners: An Analysis of Intermediate and Advanced Textbooks

“…Bowles (2011) found that L2 Spanish learners were very accurate with spelling and accent placement whereas heritage learners were not in a mixed classroom at an advanced level of Spanish. Although orthography should be taught to both student populations, heritage learners need more work on written accuracy (Kagan and Dillon, 2001).…”

“…For heritage learners of Spanish, the same trend is found. In fact, there is research that shows that when both student populations are mixed in the same classroom, heritage learners rely on their L2 classmates for orthography (spelling and accentuation) whereas L2 learners rely on the heritage ones for vocabulary and grammar (Bowles, 2011).…”