This study investigates second language (L2) development of Spanish verbal morphology, subject omissions, and subject‐verb (SV) inversions by learners in two different proficiency levels and learning contexts. Oral narratives from 40 L2 learners at the intermediate and advanced levels, both at home and in a study abroad (SA) program, were examined for these three properties of Spanish. Results from the data analysis indicate that learners at different proficiency levels do not show the same pattern of development for each of the properties being examined after an SA experience. While verb agreement morphology can be learned with only classroom instruction, omissions of thematic subjects are improved through SA at both the intermediate and the advanced levels. Finally, only advanced learners produce SV inversions after studying abroad. With respect to the results, exposure to high‐input frequencies (such as those that might be available from an SA experience) as well as the higher cognitive abilities of advanced learners appear to positively influence the L2 development of these structures.

For children from immigrant families, opportunities to develop additive bilingualism exist, yet bilingual attainment has varied widely. Given the significance of language development opportunities in home settings, this study examines the home language use of 20 second-generation children (ages 6-8) of Mexican and Korean descent in the United States. Using a language function framework, we provide a descriptive analysis of the communicative functions performed by these children and how their proficiency level, the interlocutors, and their home settings may influence their language use. Data include English and heritage language proficiency assessments, interviews with children and their mothers, and multiple video recordings of home interactions. Findings show little variation in the kinds of language functions performed by these children who mainly used language to convey or seek factual information, unless they were involved in imaginary play. Moreover, children found creative ways to communicate different linguistic functions as needed, even among those with limited proficiency. Interestingly, the Mexican American children had a greater tendency to use more heritage language in the home than the Korean American children, who used more English. The children rarely engaged in intersentential codeswitching. Implications for educators, parents, and researchers are discussed.

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This study investigates the effects of an immersion experience on the lexical development of Spanish heritage language learners (HLLs) and second language learners (L2Ls) abroad. Data were collected from 21 Spanish HLLs and 33 L2Ls who spent a semester abroad. Lexical development was assessed based on written narratives collected before and after the semester. The narratives were analyzed to determine the impact of study abroad on three measures of lexical development: density, diversity, and sophistication. Lexical sophistication was assessed based on Spanish frequency data from the Corpus del Español (Davies, 2006) using the log-transformed frequency count. Results indicate a significant increase over time in lexical density for HLLs but not L2Ls, and a significant decrease in lexical sophistication for both groups. Findings are discussed in light of previous research on study abroad and the analysis of lexical development.

Book Reviews 496 of tailored courses in SLA could employ this text-although not at the introductory level. Although most chapters close with a discussion or conclusion that revisits the main ideas, readers in need of a more holistic conclusion to the text will be left wanting and should turn to the substantive preface that Adamson provides. In short, this volume makes a signifi cant contribution to the fi eld of SLA in its provocative outline of future research areas in interlanguage variation.