Beaudrie, S. M.
(2011) Spanish heritage language programs: A snapshot of current programs in the Southwestern United States. Foreign Language Annals, 441, 321–337. DOI logoGoogle Scholar
(2012) A corpus-based study on the misspellings of Spanish heritage learners and their implications for teaching. Linguistics and Education, 231, 135–144. DOI logoGoogle Scholar
(2015) Instructional Effectiveness in the SHL Classroom: Comparing Teacher and Student Perceptions. Journal of Hispanic Higher Education, 14(3), 274–297. DOI logoGoogle Scholar
Bitchener, J.
(2008) Evidence in support of written corrective feedback. Journal of Second Language Writing, 171, 102–118. DOI logoGoogle Scholar
Bitchener, J., & Knoch, U.
(2010) The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 311, 193–214. DOI logoGoogle Scholar
Bowles, M. A.
(2011) Exploring the role of modality: L2-heritage learner interactions in the Spanish language classroom. Heritage Language Journal, 81, 30–65.Google Scholar
Carreira, M., & Kagan, O.
(2011) The results of the national heritage language survey: Implications for teaching, curriculum design, and professional development. Foreign Language Annals, 441, 40–64. DOI logoGoogle Scholar
Chandler, J.
(2003) The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 121, 267–296. DOI logoGoogle Scholar
Colombi, M. C.
(1997) Perfil del discurso escrito en textos de hispanohablantes: Teoría y práctica. In M. C. Colombi & F. X. Alarcón (Eds.), La enseñanza del español para hispanohablantes: Praxis y teoría (pp. 296–309). Somerville, MA: Cascadilla Press.Google Scholar
Conrad, S. M., & Goldstein, L. M.
(1999) ESL student revision after teacher-written comments: Text, context, and individuals. Journal of Second Language Writing, 81, 147–179. DOI logoGoogle Scholar
Ducar, C. M.
(2008) Student voices: The missing link in the Spanish heritage language debate. Foreign Language Annals, 41(3), 415–433. DOI logoGoogle Scholar
Ducate, L., & Arnold, D.
(2012) Computer-mediated feedback: Effectiveness and students perceptions of screen-casting software vs the comment function. In G. Kessler, A. Oskoz, & I. Elola (Eds.), Technology across writing contexts and tasks (pp. 31–55). CALICO Monograph Series Volume 10, San Marcos: Texas.Google Scholar
Elola, I.
(2005) The complexity of revision in an intermediate-level Spanish language classroom and the creation of a foreign language revision model (Unpublished doctoral dissertation). University of Iowa, Iowa City (IA).Google Scholar
(2017) Writing in Spanish as a foreign and heritage language: Past, present, and future. Hispania, Celebrating 100 Years of Hispania, 119–124.Google Scholar
Elola, I., & Mikulski, A. M.
(2013) Revisions in real time: Spanish heritage language learners’ writing processes in English and Spanish. Foreign Language Annals, 461, 646–660. DOI logoGoogle Scholar
(2016) Similar and/or different writing processes? A study of Spanish foreign language and heritage language learners. Hispania, 991, 87–102. DOI logoGoogle Scholar
Elola, I., Mikulski, A. M., & Buckner, T.
(2017) The impact of direct and indirect feedback on the development of Spanish aspect. Journal of Spanish Language Teaching, 31, 1–14.Google Scholar
Elola, I., & Oskoz, A.
(2016) Supporting second language writing using multimodal feedback. Foreign Language Annals, 49(1), 58–74. DOI logoGoogle Scholar
(2017) Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices. Journal of Second Language Writing, 361, 52–63. DOI logoGoogle Scholar
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H.
(2008) The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 36(3), 353–71. DOI logoGoogle Scholar
Fairclough, M., & Belpoliti, F.
(2016) Emerging literacy in Spanish among Hispanic heritage language university students in the USA: a pilot study. International Journal of Bilingual Education and Bilingualism, 191, 185–201. DOI logoGoogle Scholar
Farrokhi, F., & Sattarpour, S.
(2012) The effects of direct written corrective feedback on improvement of grammatical accuracy of high-proficient L2 learners. World Journal of Education, 21, 49–57. DOI logoGoogle Scholar
Ferris, D. R.
(2011) Treatment of error in second language student writing. Ann Arbor, MI: University of Michigan Press. DOI logoGoogle Scholar
Ferris, D. R., Liu, H., Sinha, A., & Senna, M.
(2013) Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 221, 307–329. DOI logoGoogle Scholar
Ferris, D. R., & Roberts, B.
(2001) Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161–184. DOI logoGoogle Scholar
García, O., & Wei, L.
(2014) Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan. DOI logoGoogle Scholar
Goldstein, L. M.
(2016) Making use of teacher written feedback. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 407–430). Boston, MA: Walter de Gruyter Inc.. DOI logoGoogle Scholar
Hedgcock, J. S., & Lefkowitz, N.
(2011) Exploring the learning potential of writing development in heritage language education. In R. M. Manchón (Ed.), Learning to write and writing to learn in an additional language (pp. 209–233). Amsterdam, The Netherlands: John Benjamins. DOI logoGoogle Scholar
Henshaw, F.
(2013) Learning opportunities and outcomes of L2-L2 and L2-HL learner interaction during a collaborative writing task (Unpublished doctoral dissertation). University of Illinois, Urbana-Champaign, IL.Google Scholar
Leeman, J.
(2005) Engaging critical pedagogy: Spanish for native speakers. Foreign Language Annals, 38(1), 35–45. DOI logoGoogle Scholar
Martínez, G.
(2003) Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1–14.Google Scholar
Martinez, G. A.
(2005) Genres and genre chains: Post-process perspectives on heritage language writing in a south Texas setting. Southwest Journal of Linguistics, 24(1–2), 79–91.Google Scholar
Martínez, G. A.
(2007) Writing back and forth: The interplay of form and situation in heritage language composition. Language Teaching Research, 111, 31–41. DOI logoGoogle Scholar
Montaño-Harmon, M. R.
(1991) Discourse features of written Mexican Spanish: Current research in contrastive rhetoric and its implications. Hispania, 741, 417–425. DOI logoGoogle Scholar
Nichols, P., & Colon, M.
(2000) Spanish literacy and the academic success of Latino high school students: Codeswitching as a classroom resource. Foreign Language Annals, 331, 498–511. DOI logoGoogle Scholar
Norris, J. M., & Ortega, L.
(2012) The value and practice of research synthesis for language learning and teaching. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 3–52). Philadelphia, PA: John Benjamins Publishing Company.Google Scholar
O’Donnell, M. E.
(2007) Policies and practices in foreign language writing at the college level: Survey results and implications. Foreign Language Annals, 401, 650–671. DOI logoGoogle Scholar
Ortega, L.
(2012) Epilogue: Exploring L2 Writing-SLA interfaces. Journal of Second Language Writing, 211, 404–415. DOI logoGoogle Scholar
Parra, M. L., Otero, A., Flores, R., & Lavallée, M.
(2018) Designing comprehensive curriculum for advanced Spanish heritage learners: Contributions from the multiliteracies framework. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies pedagogy and language learning (pp. 27–66). Cham, Switzerland: Palgrave Macmillan. DOI logoGoogle Scholar
Polio, C.
(2012) The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 211, 375–389. DOI logoGoogle Scholar
Potowski, K.
(2007) Language and identity in a dual immersion school. Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
Potowski, K., & Carreira, M.
(2004) Towards teacher development and national standards for Spanish as a heritage language. Foreign Language Annals, 371, 421–431. DOI logoGoogle Scholar
Roca, A.
(2016) Foreword. In M. Fairclough and S. M. Beaudrie (Eds.), Innovative strategies for heritage language teaching (pp. xi–xiv). Washington D.C.: Georgetown University Press.Google Scholar
Samaniego, M., & Warner, C.
(2016) Designing meaning in inherited languages: A multiliteracies approach to HL instruction. In M. Fairclough & S. Beaudrie (Eds.), Innovative strategies for heritage language teaching (pp. 191–214). Washington D.C.: Georgetown University Press.Google Scholar
Samburskiy, D., & Quah, J.
(2014) Corrective feedback in asynchronous online interaction: Developing novice online language instructors. CALICO Journal, 31(2), 158–178. DOI logoGoogle Scholar
Sauro, S.
(2009) Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13(1), 96–120.Google Scholar
Schwartz, A. M.
(2003) Heritage Spanish speakers’ writing strategies. In A. M. Schwartz (Ed.), Mi lengua: Spanish as a heritage language in the United States: Research and practice, (pp. 235–257). Washington D.C.: Georgetown University Press.Google Scholar
(2005) Exploring differences and similarities in the writing strategies used by students in SNS courses. In L. A. Ortiz López and M. Lacorte (Eds.), Contactos y contextos lingüísticos: El español en los Estados Unidos y en contacto con otras lenguas, (pp. 323–333). Madrid: Lingüística Iberoamericana.Google Scholar
Spicer-Escalante, M.
(2005) Writing in two languages/living in two worlds: A rhetorical analysis of Mexican-American written discourse. In M. Farr (Ed.), Latino language and literacy in ethnolinguistic Chicago (pp. 217–244). New York, NY: Routledge.Google Scholar
Teschner, R. V.
(1981) Spanish for native speakers: Evaluating twenty-five Chicano compositions in a first-year course. In G. Valdés, A. G. Lozano, & R. García-Moya (Eds.) Teaching Spanish to the Hispanic bilingual: Issues, aims, and methods (pp. 115–139). New York, NY: Teachers College Press.Google Scholar
Truscott, J.
(1996) The case against grammar correction in L2 writing classes. Language Learning, 461, 327–369. DOI logoGoogle Scholar
Truscott, J., & Hsu, A. Y. P.
(2008) Error correction, revision, and learning. Journal of Second Language Writing, 171, 292–305. DOI logoGoogle Scholar
Valdés, G.
(1997) The teaching of Spanish to bilingual Spanish-speaking students: Outstanding issues and unanswered questions. In M. C. Colombi & F. X. Alarcón (Eds.), La enseñanza del español a hispanohablantes (pp. 8–44). Boston, MA: Houghton Mifflin.Google Scholar
Valdés, G., González, S. V., García, D. L., & Márquez, P.
(2003) Language ideology: The case of Spanish in departments of foreign languages. Anthropology & Education Quarterly, 34(1), 3–26. DOI logoGoogle Scholar
Valentín-Rivera, L. E.
(2015) Collaborative narratives between Spanish heritage and foreign language learners: Understanding aspect selection through two types of corrective feedback (Unpublished doctoral dissertation). Texas Tech University, Lubbock (TX).Google Scholar
Vinagre, M., & Muñoz, B.
(2011) Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges. Language Learning & Technology, 15(1), 72–103.Google Scholar
Williams, J.
(2012) The potential role(s) of writing in second language development. Journal of Second Language Writing 21(4), 321–331. DOI logoGoogle Scholar
Yanguas, I., & Lado, B.
(2012) Is thinking aloud reactive when writing in the heritage language? Foreign Language Annals, 451, 380–399. DOI logoGoogle Scholar
Zapata, G. C.
(2018) A match made in heaven: An introduction to Learning by Design and its role in heritage language education. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies pedagogy and language learning (pp. 1–26). Cham, Switzerland: Palgrave Macmillan. DOI logoGoogle Scholar
Zapata, G. C., & Lacorte, M.
(2018) Multiliteracies pedagogy and language learning. Cham, Switzerland: Palgrave Macmillan. DOI logoGoogle Scholar
Cited by

Cited by 1 other publications

Vasseur, Raychel
2021. Multimodal Approaches for Heritage and Second Language Instructor Training. Languages 6:3  pp. 143 ff. DOI logo

This list is based on CrossRef data as of 18 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.