Heritage Speakers of Spanish and Study Abroad

Heritage Speakers of Spanish and Study Abroad is an edited volume that provides emerging research on heritage speakers of Spanish in immersion contexts in theoretical, empirical, and programmatic terms. This edited collection seeks to expand our understanding of heritage speakers of Spanish by incorporating research on their linguistic, sociolinguistic, and pragmatic development during and after a sojourn abroad, by discussing the complexities of their identity formation and negotiation during immersive stays, and by highlighting programmatic innovations that could be leveraged to better serve diverse learners in study abroad contexts. This volume advances the fields of both heritage language education and research on immersion study in a variety of ways, and will be of interest to scholars of applied linguistics, sociolinguistics, second language acquisition, and educational linguistics, especially those interested in study abroad programming and Spanish for heritage speakers.

Introduction Rebecca Pozzi, California State University, Monterey Bay Tracy Quan, University of Colorado, Boulder Chelsea Escalante, University of Wyoming Section I. Sociolinguistics Chapter 1: Sociolinguistic competence among heritage speakers of Spanish abroad: Key findings, critical gaps, and contributions to variationist theory Kimberly Geeslin, Indiana University Aarnes Gudmestad, Virginia Polytechnic Institute Maria Hasler Barker, Sam Houston State University Matthew Kanwit, University of Pittsburgh Avizia Y. Long, San José State University Megan Solon, University at Albany, SUNY Chapter 2: The long-term impact of a sojourn abroad on heritage language learners of Spanish: The case of vosotrosversus ustedes Angela George, University of Calgary Francisco Salgado-Robles, CUNY College of Staten Island Chapter 3: "Aquí el español es muy diferente": Mexican Americans’ linguistic accommodation in social interactions with Spanish peers Meghann M. Peace, St. Mary’s University Chapter 4: Individual differences in dialectal accommodation: Case studies of heritage speakers volunteering in coastal Ecuador Chelsea Escalante, University of Wyoming Section II. Pragmatics Chapter 5: Researching Spanish heritage language pragmatics in study abroad Rachel L. Shively, Illinois State University Chapter 6: The pragmatic development of heritage speakers of Spanish studying abroad in Argentina Rebecca Pozzi, California State University, Monterey Bay Chelsea Escalante, University of Wyoming Tracy Quan, University of Colorado, Boulder Section III. Identity Chapter 7: Heritage speakers of Spanish and study abroad: Shifting identities in new contexts Jennifer Leeman, George Mason University Meagan Driver, Michigan State University Chapter 8: The diverse experiences of heritage speakers at a Guatemalan language school: Linguistic agency in the contact zone Julia Menard-Warwick, University of California, Davis Shannon Kehoe, University of Texas, Austin Deborah Palmer, University of Colorado, Boulder Section IV. Linguistic Development Chapter 9: Linguistic development of Spanish heritage learners in study abroad: Considerations, implications, and future directions Chelsea Escalante, University of Wyoming Carolina Viera, Boise State University Melissa Patiño-Vega, Portland State University Chapter 10: The impact of study abroad on Spanish heritage learners’ writing development Laura Marqués-Pascual, University of California, Santa Barbara Section V. Program Design Chapter 11: Spanish heritage language learners abroad: Inclusive pedagogies for critical sociocultural linguistic literacy Claudia Holguín Mendoza, University of California, Riverside Analisa Taylor, University of Oregon Chapter 12: Enhancing readiness for the immersive experience: Spanish heritage language learners as conversation partners in predeparture sessions Silvia Marijuan, California Polytechnic State University Chapter 13: An international service-learning experience for Spanish heritage speakers: The nursing home Antonio F. Jiménez Jiménez, California State University Channel Islands Afterword: Charting a path forward for Spanish heritage speakers in study abroad Cristina Sanz, Georgetown University

Rebecca Pozzi is an Assistant Professor of Spanish Language and Linguistics at California State University, Monterey Bay, USA. Tracy Quan is an Assistant Professor of Spanish Linguistics at the University of Colorado, Boulder, USA. Chelsea Escalante is an Assistant Professor of Spanish Linguistics at the University of Wyoming, USA.