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.
Language effects in second-language learners: A longitudinal electrophysiological study of spanish classroom learning
