Abstract
This paper explores the interaction between heritage speakers (HS) and L2 learners of Spanish in a synchronous computer‐assisted learning environment. Students enrolled in an intermediate level language course were paired with heritage speakers in order to collaboratively solve a two‐way jigsaw task. The transcripts of their interactions were examined for points of negotiation, given the general prediction that negotiations of meaning will stimulate both groups to notice their linguistic gaps and modify their respective output accordingly. The results illustrate that both groups trigger and resolve miscommunications, although HS assist their L2 partners much more often. The notion of ‘heritage speaker’ is discussed along with an assessment of the potential linguistic benefits of networked exchanges from both L2 learners and heritage speakers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
