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Although extensive research exists on the personal, social, and academic outcomes of community-engaged programs (CEPs), limited research exists on vocabulary learning and students? perceptions of their own vocabulary learning through participation in a CEP. Likewise, limited research exists on vocabulary learning in mixed-proficiency groups of Spanish second language (L2) learners.

This study reports on vocabulary learning through service-learning (SL) where Spanish L2 learners participated in a story-time program with bilingual children. The descriptive, observational, and qualitative analysis of data sources (e.g., journals, vocabulary assessments) describes language learning ?sowing? events (van Lier 2000) that supported vocabulary learning/teaching goals: extending learners? meaningful use of the target language, increasing their usable vocabulary, and equipping them with strategies to take charge of their own lexical development (Nation 2013).

The present study reports on the impact of pedagogical intervention on the second language (L2) pragmatic development of seven L2 learners of Spanish during a short-term study abroad (SA) experience in Buenos Aires, Argentina. During pre-departure orientation, the students received 90 minutes of explicit instruction about requests. In the course of their time abroad, the students were given strategic tasks designed to draw their attention to pragmatic features of the host community. Using role plays to measure the effects of the intervention, we compared our students?

Este estudio presenta los resultados de una metasíntesis cualitativa de las publicaciones de corte pedagógico en el campo de la enseñanza del español como lengua de herencia (ELH). El objetivo de la metasíntesis es proporcionar a educadores e investigadores una panorámica de la investigación pedagógica sobre el ELH en su estado actual e identificar sus puntos débiles con el objetivo de permitir y favorecer su progreso.

This study examines whether second-language instructors of Spanish overuse subject personal pronouns (SPPs) to facilitate communication with their English-speaking students, which would be a form of teacher talk. Ten native Spanish-speaking language instructors were recorded in two speech contexts: teaching a third-semester Spanish class to native English-speaking learners and talking with another native Spanish speaker.

Examinar la confiabilidad y consistencia de los evaluadores de pruebas escritas de un examen de certificación de lenguas es indispensable para garantizar que los examinados son evaluados de forma justa y equitativa. En el caso del español, dado que no se cuenta aún con un examen de lengua con fines académicos administrado internacionalmente, resulta necesario llevar a cabo investigaciones en este sentido.

This study explores the literacy development of students who speak Spanish as a heritage language and who participate in mandatory, peer-to-peer tutoring sessions outside of the classroom. We explore students? academic development as well as their self-positioning as heritage speakers in a bilingual academic setting. Drawing on Systemic Functional Linguistics (SFL), we analyze the written production of seven bilingual students enrolled in a Native Speaker Program at a large, public university.