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Bridging the L1-L2 Divide: Learner-Centered Instruction in the Heritage/L2 Spanish Classroom
Abstract
This chapter engages the reality of the university classroom that includes Heritage-Learners (HL) and second-language learners (L2) of Spanish. Rather than furthering the “what if” considerations of the idealized heritage learner in a quasi-homogenous group and specialized course track, the author focuses on the very pressing question of ways in which HL and L2 populations face similar learning challenges in an intermediate-level Spanish writing course. Drawing on research about learner-centered and HL and L2 language-learning pedagogies, the author discusses how implementation of progressive assignment design and targeted learning skills development supported L2 students and transitional bilinguals in the mixed classroom. Finally, the limits of this mixed classroom model for HL and L2 learners are discussed.
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