Learning Outcomes of L2-Heritage Learner Interaction: The Proof is in the Posttests

Abstract

Over the last two decades, increasingly numbers of heritage language (HL) learners have been enrolling in the same classes as second language (L2) learners, given that most universities do not offer separate courses for HL learners (Beaudrie, 2012). This trend raises the question of whether L2 and HL learners benefit from working together. However, research on the interaction in L2-HL dyads has been scarce, and learning outcomes of L2-HL interaction have never been documented. This study examines whether L2 and HL learners differ not only in terms of how often and how accurately they resolve form-focused episodes (FFEs) as they work together, but also in terms of learning gains as a result of the interaction. The audio-recorded interactions of 8 L2-HL dyads engaged in a collaborative writing task were coded for FFEs, and learning gains were assessed through the incorporation of linguistic information from successfully-resolved FFEs in subsequent individual writing tasks: one administered immediately after completing the collaborative task, and the other two weeks later. Overall, L2 learners appeared to benefit more from the interaction than their HL partners. Findings are discussed in light of differences in peerand self-perceptions documented through a post-task attitudinal questionnaire.