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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 4:2 (2019) ► pp.252–279

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Dialect and identity

US heritage language learners of Spanish abroad

 | University of Calgary
 | University of Minnesota
Published online: 24 July 2019
DOI logo with link
https://doi.org/10.1075/sar.17013.geo
Abstract
Heritage language learners of Spanish are studying abroad in Spanish-speaking countries yet their linguistic evolution in Spanish is not addressed sufficiently in existing published scholarship. The current study consists of four case studies of US heritage speakers of Spanish studying abroad in Spanish-speaking countries different from their ancestors. Previous research on heritage speakers abroad has not addressed linguistic development. The current study attempts to fill this gap by using a variety of tasks to elicit the use of regional features to compare these heritage learners to second language learners and also first language learners who develop second dialects as a result of living abroad. The findings reveal changes in the production of regional features throughout the semester by three of the four learners of Spanish. These changes are attributed to shifts in identity coupled with proficiency level and contact with locals.
Article outline
  • 1.Introduction
  • 2.Review of the literature
    • 2.1Heritage language learners abroad
    • 2.2D2 acquisition during study abroad by L2 learners
    • 2.3Second dialect research in L1 speakers
    • 2.4Identity and study abroad by L2 learners
    • 2.5Identity and HLLs
    • 2.6Language attitudes
    • 2.7Research questions
  • 3.Methodology
    • 3.1Linguistic features
    • 3.2Identity themes
    • 3.3Participants
  • 4.Findings
    • 4.1Argentina
    • 4.2Spain
  • 5.Discussion
    • 5.1What does development of a D2 during study abroad look like in HLLs?
    • 5.2What is the role of identity of HLLs as they study abroad and are exposed to a D2?
  • 6.Conclusions and future directions
  • Notes
  • References
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