Heritage Language Learners in a Mixed Class: Educational Affordances and Constraints

Oct 15, 2026

Ethnographic case study examining lived experiences of eighth-grade heritage language learners (HLLs) within a mixed Spanish classroom. The research addresses limited evidence on effective support strategies for HLLs when they are taught alongside second language (L2) learners. Over six months, audio and video recordings captured classroom interactions, showing that teacher labels—“advanced Spanish-dominant” and “English-dominant”—created physically separated groups. This dichotomy simultaneously constrained and afforded different learning opportunities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Background

Literature Review

Spanish Heritage Learners in American Schools

4 Heritage Language Learners in a Mixed Class: Educational Affordances and Constraints Elizabeth Goulette Madonna University Abstract Despite a general consensus that heritage language learners (HLLs) and second language (L2) learners are best taught in separate classes, they often end up in mixed classes (Abdi, 2011; Burgo, 2017; Draper & Hicks, 2000). To date, however, there remains a lack of sufficient research on how to best support HLLs in mixed classes (Burgo, 2017). In this ethnographic case study, the researcher set out to understand the lived experiences of eighth grade HLLs in a mixed Spanish classroom. The researcher visited a Spanish class over the course of six months during which audio and video recordings captured classroom interactions. The findings reveal that the teacher’s use of the labels“advanced Spanish-dominant” and “English-dominant” created two distinct groups which were physically separated in the classroom. This dichotomy appeared to simultaneously constrain and provide affordances for various learning opportunities for the two different groups. Keywords: heritage language learners, mixed classes, social identities, learning identities Background The rapidly growing number of Spanish speakers in the United States has major implications for classroom instruction across content areas. Students born in the U.S. who do not consider themselves native speakers of Spanish are often labeled heritage language learners (HLLs) . For the purposes of this study, the definition of a HLL is adopted from Valdés’s (2005) widely-used definition: “the student may speak or merely understand the heritage language and be, to some degree, bilingual in English and the heritage language” (p. 412) . Some HLLs are highly proficient in both Spanish and English. Others may have very limited to no receptive or productive skills in Spanish. A great deal of variety can come between these two examples. Spanish-speaking students bring a wide range of diverse language and cultural experiences to the classroom. Scholars have been discussing the linguistic and cultural diversity of Spanish-speaking students in the U.S. for quite some time (Roca, 2001; Valdés, 1997). Despite the tremendous variability of linguistic mastery among HLLs, schools have categorized them dichotomously in ways that marginalize their language practices, restrict evolving identities, and constrain academic opportunities available to them, as demonstrated in this study. Heritage Language Learners in a Mixed Class: Educational Affordances and Constraints 65 Literature Review Spanish Heritage Learners in American Schools HLLs do not comprise a homogenous group but rather their diverse backgrounds, attitudes, linguistic needs, and expectations fluctuate among lower-level and more advanced proficiency groups (Alarcón, 2010; Bateman & Wilkinson, 2010; He, 2010; Montrul, 2010) . Therefore, research has demonstrated that HLLs have distinct instructional needs from second language (L2) learners when they study Spanish (He, 2010; Montrul, 2010; Roca, 2001; Valdés, 1997) . Montrul and Bowles (2010) explain, “Spanish language programs are increasingly accommodating heritage speakers, whose linguistic profile, academic experience, and needs differ fundamentally from those of second language learners”(p. 47) . An example of HLLs’ unique linguistic needs can be found in Montrul’s (2002) study of incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Despite scholarly recognition of the linguistic, cultural and academic differences between HLLs and L2 learners, current policy and instructional practices tend to deny them. For example, some Spanish-speakers who lack Spanish literacy skills are denied access to Spanish courses. This is crucial because the majority of Spanish speakers could benefit from some type of Spanish instruction, especially with writing skills (Kondo-Brown, 2010; Montrul, 2010; Parra, 2017; S

FAQs

Why do heritage language learners often end up in mixed classes?

They are frequently taught in combined settings despite a consensus favoring separate instruction for HLLs and L2 learners. Research on how to best support HLLs in mixed classes remains limited.

How was the study conducted?

The study used an ethnographic case design, following eighth-grade HLLs in a mixed Spanish classroom over six months. Audio and video recordings documented classroom interactions.

What did the findings show about classroom grouping?

Teacher labeling divided students into two physically separated groups: “advanced Spanish-dominant” and “English-dominant.” The resulting dichotomy both constrained and provided learning opportunities for each group.

Oct 15, 2026

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