The Interplay between Heritage Learners’ Prior Knowledge and Instruction on a Linguistically Complex Structure

Abstract

Abstract Current HL pedagogy recommends focus on form approaches (Beaudrie, Ducar, & Potowski, 2014; Kisselev, Dubinina, & Polinsky, 2020) but within this broad category there are many techniques. To date only a few studies have compared HL learning gains on explicit and implicit focus on form instruction, and these have found explicit instruction to be more beneficial. The present study isolated the role of rule presentation on learning gains by comparing Spanish HL learners in a Processing Instruction condition (n = 26) who received rule presentation and explicit information about the target structure (indicative and subjunctive in adverbial clauses of time) prior to structured input, to HL learners in a Structured Input condition (n = 16) who received only structured input. Pretest/posttest/delayed posttest comparisons revealed that both PI and SI resulted in lasting learning gains, as well as a complex interplay between learners’ initial knowledge of the structure and the type of instruction, such that learners with little or no initial knowledge benefited from rule presentation, whereas learners with greater initial knowledge did not. Furthermore, data from think-alouds and retrospective interviews shows that all learners did not process the instruction similarly, and pedagogical implications are discussed.