This book is a collection of empirical studies that seeks to address how receiving instruction in Spanish language affects heritage Spanish speakers not only linguistically, but also attitudinally, socially, and academically. The research literature identifies three pedagogically significant ways in which heritage language (HL) learners differ from second (L2) learners: namely, with respect to their skills in the target language, their socio-affective needs vis-a-vis the target language and culture, and their receptivity to instruction. This volume contributes to the scholarly conversation surrounding how to most effectively meet the instructional needs of heritage Spanish speakers.

In the United States, heritage language speakers represent approximately 22 percent of the population and 29 percent of the school-age population. Until now, though, few studies have examined the outcomes of classroom teaching of heritage languages.

Outcomes of University Spanish Heritage Language Instruction in the United States sheds light on the effectiveness of specific instructional methods for college-level Spanish heritage learners. The first of its kind, this volume addresses how receiving heritage classroom instruction affects speakers on multiple levels, including linguistic, affective, attitudinal, social, and academic outcomes. Examining outcomes of instruction in the Spanish language-the most common heritage language in the United States-provides insights that can be applied to instruction in other heritage languages.

These thematically linked empirical studies and their pedagogical implications build a foundation for heritage language instruction and directions for future research. Scholars and educators alike will welcome this volume.