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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 30:1 (2017) ► pp.52–73

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Comparing advanced L2 and heritage language learners’ Spanish grammars

Some pedagogical considerations

 | Loyola University Chicago
Published online: 23 November 2017
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https://doi.org/10.1075/resla.30.1.03bur
Abstract
It is very well known that we should take a sociolinguistic teaching approach for Spanish heritage language (HL) learners' instruction. Potowski, K. (2005). Fundamentos de la enseñanza del español a los hablantes nativos en los Estados Unidos. Madrid: Arco Libros.Google Scholar logo with link to Google Scholar proposed that instruction be centered on literacy development and grammatical knowledge. However, not much has been said regarding grammar instruction: What does Spanish HL learners' grammar look like? What are the main similarities and differences between advanced L2 learners and HL learners? What are the most effective grammar teaching techniques for Spanish HL learners? Can those techniques used for L2 grammar teaching be applied to HL learners? In this article, an answer to all of these questions is offered. Moreover, practical examples of activities are provided using several techniques such as processing instruction, interactional feedback, dictogloss, and input enhancement, followed by pedagogical implications derived from current research on grammar instruction for both advanced L2 and HL learners of Spanish.
Resumen
Es bien sabido que deberíamos tomar un enfoque pedagógico sociolingüístico para la instrucción del español para aprendientes de lengua de herencia (LH). Potowski, K. (2005). Fundamentos de la enseñanza del español a los hablantes nativos en los Estados Unidos. Madrid: Arco Libros.Google Scholar logo with link to Google Scholar propuso que esta instrucción se debería centrar en el desarrollo de la alfabetización y del conocimiento gramatical. Sin embargo, no se ha dicho mucho sobre la instrucción de gramática: ¿Cómo es la gramática de los aprendientes de español como LH?, ¿cuáles son las principales similitudes y diferencias entre los aprendientes avanzados de L2 y los de LH?, ¿cuáles son las técnicas de instrucción de gramática más eficientes para los aprendientes de español como LH?, ¿pueden aplicarse a los aprendientes de LH las empleadas en la enseñanza de la gramática para los de L2? En este artículo se ofrece una respuesta a todas estas preguntas. Además, se facilitan ejemplos prácticos de actividades usando varias técnicas como la instrucción de procesamiento, la retroalimentación interaccional, la dictoglosia y el realce del input seguidas por las implicaciones pedagógicas derivadas de la investigación actual en la instrucción de gramática para tanto los aprendientes de español avanzado de L2 como los de LH.
Article outline
  • 1.Introduction
  • 2.What do advanced L2 and HL learners’ grammars look like?: Differences and similarities
  • 3.Subjunctive acquisition in L2 Spanish learners
  • 4.What focus-on-form techniques are effective for advanced L2 Spanish grammar acquisition?
  • 5.Which focus-on-form techniques are effective for Spanish heritage grammar acquisition?
  • 6.Examples of focus-on-form input techniques for the Spanish heritage classroom
    • 6.1Processing instruction
    • 6.2Interactional feedback
    • 6.3Dictogloss or text reconstruction
    • 6.4Input enhancement
  • 7.Pedagogical implications of research on L2 and HL Spanish grammar acquisition
  • 8.Conclusion
  • Note
  • References
References (89)
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