This book examines the effects of formal instruction on the
learning/acquisition of standard Spanish by Hispanic heritage learners
attending intermediate and advance level courses at the University of
Houston. Using a variationist framework of correlating linguistic features
with social variables, the book analyzes the expression of conditionality
(i.e., hypothetical discourse) in a corpus of heritage learners' speech and
written data. Another corpus compiled from traditional foreign language
students of Spanish is used for comparison. The study addresses four major
(1) What are the main differences between Hispanic heritage learners and
traditional foreign language students of Spanish when learning the
standard/academic variety of Spanish?
(2) Are there significant differences among different production tasks
among the heritage learners?
(3) Is second dialect acquisition an additive process?
(4) How effective is explicit grammar instruction for second dialect
A comprehensive summary of Hispanic heritage language education in the U.S.
is included, and pedagogical implications are suggested based on the findings.
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