This study investigated the dynamics between matched heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL‐L2L dyads in the Spanish L2 classroom. Data come from 15‐minute video recordings of 16 dyads, including four HLL–HLL, four L2L–L2L, and eight HLL–L2L dyads that were collected during collaborative writing activities in level 1 and 2 classes at a community college in southern California. Dyads’ interactions were analyzed and then categorized according to the predominant characteristics of each dyad: collaborative, cooperative, dominant–passive, and expert–novice. Key findings demonstrate that matched dyads worked collaboratively and provided more opportunities for language learning than mixed dyads. Pedagogical implications are pinpointed, and possible ways in which dyads can function more effectively are discussed.

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Research has shown that the implementation of service-learning (SL) in language instruction promotes language learning. However, little is known about how SL mediates specific linguistic outcomes such as vocabulary learning. The purpose of the study discussed in this article was to first examine whether vocabulary learning occurred in SL, then to determine how potential gains compared to those resulting from traditional classroom practices, and finally to explore the SL learning context in order to identify how and where vocabulary learning occurred. The case study relied on data from 20 participants enrolled in an advanced Spanish conversation course who translated lesson plans for a nonprofit organization that runs after-school programs. While quantitative data (in the form of pre-and post-tests) demonstrated learning in both SL and the classroom, qualitative interview data highlighted how SL mediated vocabulary learning. Key findings suggest that the inclusion of SL doubled lexical gains for learners enrolled in the course, and that gains resulting from SL in particular resulted from learners' active involvement in meaning-rich activities, which were conducive to spontaneous retention of vocabulary.

Many studies have demonstrated the benefits of learner-learner interactions in the second language classroom; however, despite the growing number of heritage language learners (HLLs) that enroll in language courses, only recently have researchers begun to examine interactions among second language learners and HLLs. Still, HLL-HLL interactions go unexamined. The present study fills this gap in the literature by analyzing HLL-HLL interactions during collaborative writing activities in a Spanish classroom. Results indicate that learners resolve lexical, grammatical, and orthographic issues accurately in most cases. It also shows that learners rely heavily on their strengths in Spanish and thus, utilize their implicit knowledge of the language. Their intuition enables them to critically assess the appropriateness of certain words and structures according to their needs and intentions; however, it also means that they tend to not fully utilize the resources at their disposal. Pedagogical implications are discussed.