Over the last two decades, increasingly numbers of heritage language (HL) learners have been enrolling in the same classes as second language (L2) learners, given that most universities do not offer separate courses for HL learners (Beaudrie, 2012). This trend raises the question of whether L2 and HL learners benefit from working together. However, research on the interaction in L2-HL dyads has been scarce, and learning outcomes of L2-HL interaction have never been documented. This study examines whether L2 and HL learners differ not only in terms of how often and how accurately they resolve form-focused episodes (FFEs) as they work together, but also in terms of learning gains as a result of the interaction. The audio-recorded interactions of 8 L2-HL dyads engaged in a collaborative writing task were coded for FFEs, and learning gains were assessed through the incorporation of linguistic information from successfully-resolved FFEs in subsequent individual writing tasks: one administered immediately after completing the collaborative task, and the other two weeks later. Overall, L2 learners appeared to benefit more from the interaction than their HL partners. Findings are discussed in light of differences in peerand self-perceptions documented through a post-task attitudinal questionnaire.

Proponents of Processing Instruction (VanPatten, 2005) claim that learners benefit most when presented with both referential and affective structured input activities. Following a classic pretest-posttest design, the present study investigates the role of these two types of activities on the learning of the Spanish subjunctive. Groups differed only with respect to the types of activities completed during practice: (1) affective activities only, (2) referential activities only, or (3) referential activities followed by affective activities. All groups showed a significant improvement in performance on recognition and interpretation tasks, suggesting that both types of activities, either in isolation or combined, may be equally beneficial to learners. All practice conditions experienced a decline in performance over the span of two weeks, but delayed posttest scores were still significantly higher than pretest scores, indicating that some of the gains from instruction were maintained over time. Additionally, in the case of interpretation items, results revealed that the two groups that engaged in affective activities were able to better maintain learning gains over the span of two weeks than the group that completed only referential activities. Findings are discussed in relation to the role of task-essentialness in structured input practice.

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Despite the growing number of heritage language (HL) learners in language courses, the interaction between second language (L2) and HL learners has not been fully explored in the research, and thus, it still remains unclear whether mixed (L2-HL) or matched (L2-L2, HL-HL) dyads are more beneficial for language learning. This study investigates whether the three possible dyad types differ in terms of the form-focused episodes (FFEs) that arose while learners worked together, as well as learning gains as a result of the interaction. Research questions were addressed by analyzing the audio-recorded interactions of eight L2-L2, eight HL-HL, and eight L2-HL dyads engaged in a collaborative writing task, as well as the texts produced by the learners. Learning gains were assessed through the incorporation of linguistic information from FFEs in immediate and two-week delayed post-treatment individual writing tasks. There were no differences regarding the total number of FFEs, but dyads differed with respect to the linguistic focus and resolution of FFEs. Moreover, learning gains were greater for matched dyads than for mixed dyads, suggesting that working with a peer of similar linguistic background and proficiency might be more beneficial for both L2 and HL learners.

Heritage Language Teaching: Research and Practice, by Beaudrie, Ducar, and Potowski, lays the foundation for a sociolinguistically based approach to heritage language (HL) instruction. The ten chapters provide a clear and comprehensive overview of key concepts, research findings, and pedagogical strategies to better meet the needs of heritage speakers. As with all other titles in the series "Directions in Second Language Learning," there are several Pause to Consider boxes interspersed throughout the text as well as discussion questions at the end of each chapter to help readers reflect on the information presented and establish connections to their own contexts. The plethora of examples and resources about several different languages, including sample activities and survey questions, makes the ideas not only easy to follow, but also highly relevant and practical to educators of a wide variety of backgrounds and teaching experience.The premise of the book is that HL learners are fundamentally different from second language (L2) learners, and the most common differences between the two are explained at length in chapter 3. Although the authors acknowledge that budgetary or logistical constraints might not always permit the development of specially-designated courses for HL learners, the section on meeting the needs of HL learners within L2 classrooms is relatively brief and consists mostly of a summary of research findings and references to outside resources. The section on differentiated instruction, included as one of the three general pedagogical principles proposed by the authors, could have been further developed with more concrete and clear examples for mixed L2-HL classrooms. Even though the reasons for developing separate courses for HL Potowski, which is part of the "Directions in Second Language Learning" series. This handbook offers a comprehensive overview of key concepts, research findings, and pedagogical strategies to better meet the needs of heritage learners, and it underscores the importance of sociolinguistic issues and phenomena in heritage language instruction. Key words: HERITAGE LEARNERS, HERITAGE LANGUAGE ACQUISITION, LANGUAGE TEACHING, HANDBOOK.ES La reseña presenta a los lectores la obra Heritage language teaching: Research and practice, escrita por Sara Beaudrie, Cynthia Ducar y Kim Potowski, la cual forma parte de la serie "Directions in Second Language Learning". El manual ofrece un panorama completo de términos claves, resultados de investigación y estrategias pedagógicas centrales a la enseñanza de lenguas de herencia, a la vez que destaca la importancia de cuestiones referentes a la sociolingüística en este contexto. Palabras clave: APRENDIENTES DE LENGUAS DE HERENCIA, ADQUISICIÓN DE LENGUAS DE HERENCIA, MANUAL DE ENSEÑANZA.IT La recensione presenta ai lettori il libro Heritage language teaching: Research and practice di Sara Beaudrie, Cynthia Ducar e Kim Potowski, che fa parte della serie "Directions in Second Language Learning". Il manuale offre una panoramica approfondita di con...