Melissa A. Bowles is a professor of Spanish and a Conrad Humanities Scholar (2018-23) at the University of Illinois at Urbana-Champaign, where she teaches linguistics, educational psychology, and second language acquisition and teacher education (SLATE). Bowles is a codirector of the National Heritage Language Resource Center at UCLA and the author of The Think-Aloud Controversy in Second Language Research.
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List of Illustrations Acknowledgments Introduction: Why and How to Examine Outcomes of Heritage Language Instruction Melissa A. Bowles Part I: Morphosyntactic Outcomes 1. Modality Matters! A Look at Task-Based Outcomes Julio Torres 2. The Differential Effects of Three Types of Form-Focused Computer-Based Grammar Instruction: The Case of Receptive Heritage Learners Sara M. Beaudrie and Bonnie C. Holmes 3. Effects of Instruction on Specific Measures of Accuracy in Spanish Heritage Learners' Writing Adrian Bello-Uriarte 4. The Secret Is in The Processing: Categorizing How Heritage Learners of Spanish Process Celia Chomon Zamora 5. What Type of Knowledge Do Implicit and Explicit Heritage Language Instruction Result In? Sara Fernandez Cuenca and Melissa A. Bowles Part II: Social and Educational Outcomes 6. "Incorporating Our Own Traditions and Our Own Ways of Trying to Learn the Language": Beginning-Level Spanish as a Heritage Language Students' Perception of Their SHL Learning Experience Damian Vergara Wilson 7. Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness, and Agency in SHL Education Claudia Holguin Mendoza 8. Toward an Understanding of the Relationship between Heritage Language Programs and Latinx Student Retention and Graduation: An Exploratory Case Study Josh Prada and Diego Pascual y Cabo 9. Heritage and Second Language Learners' Voices and Views on Mixed Classes and Separate Tracks Florencia G. Henshaw Afterword: Studying Outcomes to Bridge the Gap between Teaching and Learning Maria M. Carreira List of Contributors Index