The Prior Language Experience of Heritage Bilinguals

Sanz, Cristina; Torres, Julio

doi:10.1002/9781119261650.ch10

Cited by 15 publications

(7 citation statements)

References 67 publications

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“…Therefore, while it is documented that adult HL and L2 learners share certain linguistic outcomes, particularly in the area of morphosyntax (e.g., Montrul, ), differences in their prior language experience, which also entails distinctions in basic language cognition, can potentially alter their response to pedagogical interventions (Sanz & Torres, ). However, regarding HL–L2 peer interaction, Philp et al.…”

Section: Literature Backgroundmentioning

confidence: 99%

“…HL learners, who, in many cases, are native bilinguals of a minority/family language along with the majority language of the society at large, have increasingly been receiving attention, especially due to pedagogical concerns (Beaudrie, Ducar, & Potowski, ). However, to date, little research exists that examines the effects of pedagogical interventions on the linguistic performance and development of HL learners (for reviews, see Bowles, ; Montrul, ; Montrul & Bowles, ; Sanz & Torres, ; Torres, Pascual y Cabo, & Beusterien, ). Therefore, more research is needed to investigate how the early bilingual experience of HL learners plays a role into whether and how they benefit from instruction in the HL.…”

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

Torres

Cung

2019

The Modern Language Journal

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A strand of task‐based interaction research has emerged to better understand the effects of heritage language (HL) and second language (L2) learners’ peer collaboration on interactional moves (e.g., language‐related episodes [LREs], self‐repairs) and linguistic focus. To extend this line of research, this study compared 14 HL–L2 and 16 HL–HL advanced learners’ peer interactions across face‐to‐face (FTF) and written synchronous computer‐mediated communication (SCMC) modes. Each dyad completed 2 decision‐making/collaborative writing tasks in Spanish across both interaction modes. Results revealed that interaction mode had a large effect on the extent to which HL–L2 and HL–HL pairs produced self‐repairs and initiated LREs. That is, both pair types initiated more LREs in FTF mode, and self‐repaired non‐target‐like utterances more extensively in SCMC mode. As for pair types, HL–L2 pairs significantly resolved more lexis‐focused episodes in FTF mode, and HL–HL pairs only produced self‐repair episodes in SCMC mode. HL–L2 and HL–HL dyads addressed linguistic items (e.g., morphosyntax) rather equally across interaction modes. Our findings are discussed in light of the differences in prior language‐learning experiences of HL and L2 learners.

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Section: Literature Backgroundmentioning

confidence: 99%

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confidence: 99%

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

Torres

Cung

2019

The Modern Language Journal

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“…However, these findings all came from Catalonia and the Basque Country, officially bilingual regions. Immigrant and heritage language bilinguals (typically speakers of a language that is not a majority language in their region) may differ because the degree to which a L2 is socially accepted affects access to minority language input and socioaffective evaluations of being bilingual, all of which in turn are likely to impact cognition (Sanz & Torres, ).…”

Section: Introductionmentioning

confidence: 99%

“…To investigate minority language speakers’ aptitude for learning a new language, it is still imperative to consider multiple underlying language experience variables, all of which are continuous rather than categorical in nature (Sanz & Torres, ; Stafford & Azevedo, ). Minority language bilinguals are bilinguals who speak a language that is not the majority language of their region—in our study, Spanish in the United States.…”

Section: Introductionmentioning

confidence: 99%

On Bilingual Aptitude for Learning New Languages: The Roles of Linguistic and Nonlinguistic Individual Differences

et al. 2019

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An enduring question is whether language learning aptitude is a stable trait or is one influenced by experience, such as living with two languages. We investigated aptitude in bilinguals and treated their bilingual experience as an aggregate of variables, focusing on how individual differences in (a) language experience variables of proficiency, exposure, and age of onset and (b) nonverbal IQ explain variability in aptitude. Results from 80 Spanish–English bilinguals in the United States revealed positive relationships between balanced proficiency in Spanish and English, nonverbal IQ, and aptitude for grammatical inferencing. Similar relationships, plus a positive role for more exposure to bilinguals’ more dominant language, emerged for aptitude in building sound–symbol associations. No aptitude component related to age of onset and age at testing, nor did any language experience variable or IQ relate to aptitude for sound recognition. We discuss results vis‐à‐vis language and cognition in minority language bilinguals.

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“…At superior levels, ACTFL descriptors rely on the notion of the idealized educated native speaker5 of a majority language; a variety which might not represent the one spoken by HLLs (Fairclough, 2006; Ilieva, 2012; Valdés, 1989). HLLs have different language abilities than L2s (Fairclough, 2012; Ilieva & Clark‐Gareca, 2016; Sanz & Lado, 2015; Sanz & Torres, 2018) or idealized notions of a native speaker. Therefore, their discourse development might differ from the features described in the oral Proficiency Guidelines.…”

Section: Literature Reviewmentioning

confidence: 99%

Can Spanish programs evaluate oral proficiency gains for all learners? An empirical analysis of traditional and nontraditional Spanish majors' oral proficiency development

Viera

Arispe

2022

Foreign Language Annals

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Higher education Spanish programs in the United States are diverse and complex, especially when it comes to student linguistic background. However, most studies on language proficiency were designed for traditional learners (L2s). In this study, we examine oral proficiency development of 125 Spanish majors in light of four linguistic profiles: Extended Stay Abroad learners, Second Language Learners, Native Speakers, and Spanish Heritage Language Learners. Data were collected using an oral exam based on the ACTFL Oral Proficiency guidelines at the beginning and end of students' upper division coursework. Quantitative analysis reveals significant differences within groups for senior exit oral proficiency exam scores as well as level gains. These findings suggest that oral proficiency exams are a valuable tool for understanding differences in oral proficiency development for the four student categories. This information is pertinent for program assessment and has important research and pedagogical implications.

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The Prior Language Experience of Heritage Bilinguals

Cited by 15 publications

References 67 publications

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

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

On Bilingual Aptitude for Learning New Languages: The Roles of Linguistic and Nonlinguistic Individual Differences

Can Spanish programs evaluate oral proficiency gains for all learners? An empirical analysis of traditional and nontraditional Spanish majors' oral proficiency development

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