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Spanish and Heritage Language Education in the United States

Spanish and Heritage Language Education in the United States

Struggling with hypotheticals

The study examines the effects of formal instruction on the acquisition of standard Spanish, looks at the expression of conditionality and suggests pedagogical implications based on the findings. 

  • TABLE OF CONTENTS
  • List of figures
  • List of tables
  • Acknowledgments
  • Abbreviations
  • 1. Introduction
    • 1.1. Introduction to the study
    • 1.2. The language situation
    • 1.3. Objectives of this investigation
    • 1.4. Theoretical framework
    • 1.5. Outline of the study
  • 2. Review of the Literature
    • 2.1. Conditionality
      • 2.1.1. Conditionality, hypotheticality and conditional sente nces
      • 2.1.2. If-sentences: definition and parts
      • 2.1.3. Verb forms: tense and mood
      • 2.1.4. Typology
      • 2.1.5. Alternatives to the expression of conditionality
      • 2.1.6. Variation
        • 2.1.6.1. Diachronic variation
        • 2.1.6.2. Synchronic variation
      • 2.1.7. Acquisition studies
      • 2.1.8. Conclusions
  • 3 Social Context
    • 3.1. Introduction
    • 3.2. US Hispanic diversity
    • 3.3. Hispanics in Texas and in Houston
    • 3.4. Spanish for heritage learners
      • 3.4.1. Definitions
      • 3.4.2. Historical foundations of SHL programs
      • 3.4.3. Diversity
      • 3.4.4. Pedagogical issues
      • 3.4.5. The prestige variety
      • 3.4.6. Bidialectalism
  • 4 Methodology
    • 4.1. Introduction
    • 4.2. Research design
      • 4.2.1. Preliminary studies
      • 4.2.2. The study of conditionality
    • 4.3. Participants
    • 4.4. Instrumentation
      • 4.4.1. Short paragraphs
      • 4.4.2. Cloze-type test
      • 4.4.3. Acceptability judgment task
      • 4.4.4. Peer interviews
      • 4.4.5. Background questionnaires
    • 4.5. Procedure
      • 4.5.1. Written data collection
      • 4.5.2. Oral data collection
      • 4.5.3. Data coding and analysis
    • 4.6. Summary of the methodology
  • 5 Findings
    • 5.1. Introduction
    • 5.2. Study 1: Grammatical accuracy
    • 5.3. Study 2: Different tasks
    • 5.4. Study 3: Oral data
      • 5.4.1. Contexts
      • 5.4.2. [-PAST] contexts
      • 5.4.3. [+PAST] contexts
    • 5.5. Acceptability judgment
    • 5.6. Longitudinal study
  • 6 Discussion and conclusions
    • 6.1. Introduction
    • 6.2. Summary of the findings and discussion
    • 6.3. Pedagogical implications of the findings to the teaching of Spanish to students of Hispanic heritage
      • 6.3.1. What to teach?
      • 6.3.2. How to teach?
      • 6.3.3. When to teach and for how long?
    • 6.4. Limitations of the study and recommendations for future research
    • 6.5. Final comments
  • Appendices
    • Appendix 1a: Short Paragraphs
    • Appendix 1b: Cloze-type Test
    • Appendix 1c: Acceptability Judgment
    • Appendix 2: Guide for Interviews
    • Appendix 3: Student Information Sheet
    • Appendix 4: Spanish Courses
  • References
  • Index

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