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  • Author or Editor: Francisco Salgado Robles x
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Over the past three decades, a considerable number of studies have investigated the connection between study abroad and second language acquisition to the exclusion of another emerging language profile, that of heritage language learners who study abroad to enhance their home language skills. The few studies on heritage language learners’ development of local features abroad have focused on phonological ones, concluding that more in-depth exposure to the varieties abroad was related to increased production of the local features (Escalante, 2018; George & Hoffman-González, in press). Research on the effects of international service learning have also been limited to second language learners, demonstrating increased second language use and proficiency (Martinsen, Baker, Dewey, Bown, & Johnson, 2010) along with the development of geographically-variable patterns of use (Salgado-Robles, 2018). The current study combines these two fields and investigates the development of a variable local feature (vosotros versus ustedes) by 20 U.S. Spanish-speaking heritage language learners of Mexican descent studying abroad for four months in Spain. The experimental group (N = 10) participated in a service learning course in addition to traditional coursework, while the control group (N = 10) completed traditional coursework and no service learning course. The results of the Oral Discourse Completion Task demonstrated that all participants significantly increased their use of vosotros from the beginning to the end of the semester; however, the change by the experimental group was two times higher than the control group. This could be explained by the results of the Language Contact Profile, which revealed more use of Spanish and less use of English by participants in the experimental group. This study offers implications for future study abroad programs, the linguistic impacts of service-learning, and the development of sociolinguistic competence.

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In: Heritage Language Journal
This edited volume adopts a new angle on the study of Spanish in the United States, one that transcends the use of Spanish as an ethnic language and explores it as a language spreading across new domains: education, public spaces, and social media. It aims to position Spanish in the United States in the wider frame of global multilingualism and in line with new perspectives of analysis such as superdiversity, translanguaging, indexicality, and multimodality. All the 15 chapters analyze Spanish use as an instance of social change in the sense that monolingual cultural reproduction changes and produces cultural transformation. Furthermore, these chapters represent five macro-regions of the United States: the Southwest, the West, the Midwest, the Northeast, and the Southeast.
In: Spanish across Domains in the United States
In: Spanish across Domains in the United States
In: Spanish across Domains in the United States