Complexity in Instructed Heritage Language Acquisition

Abstract

Abstract In this article, I reflect on the role of linguistic complexity in instructed heritage language (HL) acquisition by specifically examining morphosyntactic linguistic complexity as it relates to factors such as transparency, saliency, and communicative value. First, I critically evaluate previous proposals on linking formal HL studies to pedagogy by arguing that learning in instructed contexts is a complex task that requires research on a number of variables including linguistic complexity. Second, I summarize the lessons learned in the field of instructed second language acquisition with regard to complexity in additional language learning. Third, by reviewing an empirical study on the development of Spanish gender assignment and agreement in writing, I provide a few arguments for investigating the interplay between linguistic complexity and the prior language experience that HL learners bring into the learning environment. Informed by findings from instructed second language studies, I propose that instructed HL studies also examine how linguistic complexity is potentially interwoven with type of instruction and individual differences.