Abstract While studies of lectal coherence, the extent to which speakers’ uses of multiple linguistic variables correlate, have not historically been frequent within sociolinguistics, recent studies have added to our knowledge of co-variation between variables. The present study contributes to this growing body of knowledge by analyzing co-variation of the Spanish voiced obstruent series /bdɡ/ in the bilingual border community of Rivera, Uruguay. On the basis of 5,569 tokens from sociolinguistic interview data from 40 Riverense Spanish speakers, we acoustically analyze mean constriction of /bdɡ/ for each speaker and each phoneme, taking into consideration the influence of Portuguese cognates and Spanish orthography on /b/. Results show positive correlations between constriction of /d/, /ɡ/, and /b/ (when the latter is spelled and has a /b/ cognate), which is expected given the parallel social patterning for these sounds. However, the relationship between these portions of the data and the contrast of /b/ on the basis of orthography and cognates is much weaker. While one factor that could contribute to this empirical observation is methodological in nature, individual lects reflect the unique linguistic histories of their users, including who their interlocutors are, and in a linguistically diverse community, diverse lects can be expected.

Language identity, an understudied factor, can influence isolation and discrimination, leading to disparities in well-being and mental health among immigrants. This study aims to investigate the role of language identity on structural racism and discrimination among 1.5 generation Asian/Asian American immigrants in a diverse U.S. state. We developed a three-step sequential approach: Stage 1—qualitative analysis (1A, focus group discussion; 1B, in-depth interviews); Stage 2—quantitative analysis (2A, language identity measurement scale; 2B, cross-sectional online survey; 2C, multivariate multiple linear regression); Stage 3—another round of qualitative analysis (3A, follow-up in-depth chronological interviews). Therefore, this study will contribute to the field by introducing a novel three-step mixed methods approach, marking a notable improvement over conventional explanatory or exploratory sequential designs.

In Border Uruguayan Spanish, intervocalic voiced obstruents have been known to be produced as stops due to the variety’s contact with Portuguese. The present study investigates intervocalic /ɡ/ in a corpus of sociolinguistic interviews. Using an acoustic measure, a consonant-vowel intensity ratio, as an index of constriction of /ɡ/, we found that, similar to /b/ and /d/, the speaker’s age, Spanish use, and sex have a strong impact on the realization of intervocalic /ɡ/. Specifically, younger speakers, those that speak Spanish most of the time, and men are likely to use less constricted variants such as approximants and elision. Given the parallels that these results have with findings of studies of intervocalic /d/ and, to a lesser extent, /b/ in this variety, we discuss support for the notion that the three phonemes behave as a series and not independently.

Chapter 19 Usage-Based Models of Second Language Acquisition Language Use in Context and Additional Language Learning KIMBERLY L. GEESLIN, KIMBERLY L. GEESLINSearch for more papers by this authorDANIELLE DAIDONE, DANIELLE DAIDONESearch for more papers by this authorAVIZIA Y. LONG, AVIZIA Y. LONGSearch for more papers by this authorMEGAN SOLON, MEGAN SOLONSearch for more papers by this author KIMBERLY L. GEESLIN, KIMBERLY L. GEESLINSearch for more papers by this authorDANIELLE DAIDONE, DANIELLE DAIDONESearch for more papers by this authorAVIZIA Y. LONG, AVIZIA Y. LONGSearch for more papers by this authorMEGAN SOLON, MEGAN SOLONSearch for more papers by this author Book Editor(s):Manuel Díaz-Campos, Manuel Díaz-CamposSearch for more papers by this authorSonia Balasch, Sonia BalaschSearch for more papers by this author First published: 07 July 2023 https://doi.org/10.1002/9781119839859.ch19 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onEmailFacebookTwitterLinkedInRedditWechat Summary Usage-based theories provide helpful frameworks and tools for the study of language in its various contexts of interaction. This chapter explores the application of these approaches to the study of second language (L2) acquisition. It begins with an overview of usage-based approaches, paying special attention to the way they capture information about L2s. Next, approaches to the study of L2 acquisition that draw from, ascribe to, or are compatible with usage-based linguistics are outlined and examples are provided of recent applications of this theory to the empirical study of L2s. Usage-based linguistics focuses on constructions, or form-meaning pairings, as the unit of language learning. Thus, usage-based studies of L2 acquisition have explored the trajectories and processes by which L2 learners move from specific, concrete instances or exemplars of particular constructions to increasing abstraction and creativity. References Arndt , H. L. , Granfeldt , J. , & Gullberg , M. ( 2021 ). Reviewing the potential of the Experience Sampling Method (ESM) for capturing second language exposure and use . Second Language Research. Advance online publication. https://doi.org/10.1177/02676583211020055 Arnon , I. , & Snider , N. ( 2010 ). More than words: Frequency effects for multi-word phrases . 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Research on the second language (L2) acquisition of the Spanish copulas has been central to our understanding of key concepts and issues in the field of SLA such as stages of development and variability in L2s. However, this research has focused nearly exclusively on native English-speaking learners. The present study examined native Korean-speaking learners' acquisition and use of the Spanish copulas with adjectives in oral production. Analyses of the range and frequency of copula forms produced across four levels of Spanish language study revealed an increase in ser and estar use and a decrease in developmental omission as learner level increased. Predicate type, resultant state, and Spanish grammar score significantly influenced use of estar over ser. Comparison with native English-speaking learners revealed differences between first language groups in terms of rates of form use, but similar developmental trends and predictors of estar use overall.

The effects of feedback on second language (L2) learning has garnered extensive attention in the field of second language acquisition (SLA). Relatively little attention, however, has been given to the effects of feedback in the heritage language (HL) classroom (e.g., Atoofi, 2013) or instructors’ motivations to provide feedback in classrooms features heritage speakers (cf. Gurzinski-Weiss, 2016). The present study seeks to explore instructors' feedback practices and cited reasons for feedback choices in HL and mixed HL-L2 classrooms. Four instructors who taught Spanish as a HL and mixed HL-L2 Spanish classes participated in this study. Data were elicited using background questionnaires, video recordings of classroom meetings, and semi-structured interviews. Analyses of instructor-provided feedback episodes in recorded classroom meetings revealed that instructors provided explicit positive assessments (e.g., muy bien "very good") at high rates, and this type of feedback was more frequent in HL classrooms than mixed classrooms. Interviews with instructors revealed that instructors cited distinct, learner-related reasons for providing feedback to heritage speakers as opposed to L2 learners in their classrooms.

AbstractThis study examines a 30-item Spanish elicited imitation task (EIT) as a measure of global language proficiency for heritage language (HL) learners of Spanish. Results from Rasch modeling suggest that, while EIT scores demonstrated excellent reliability, the ability of much of the HL sample far exceeded the difficulty of the items. Differential item functioning analysis revealed that several items functioned differently for the present study’s HL sample than for the second language learners from a prior study. Additionally, although EIT scores were strongly correlated with another proficiency measure for the present HL sample (e.g., the Diploma de español como lengua extranjera or DELE), common-person equating suggested that the EIT and the DELE may measure different latent variables. Overall, the results provide evidence of the EIT’s utility as a proficiency assessment tool for research on HL learners, however, with limitations and the need for additional analyses discussed.

We connect research on sociolinguistic competence and its development during study abroad to the study of heritage speakers in this learning context. Sociolinguistic competence encompasses all of the mechanisms that speakers use to communicate in situationally appropriate ways. We begin with an overview of sociolinguistic competence, particularly as it develops in various contexts of learning. We then seek to characterize the competence that heritage speakers bring to study abroad, such as knowledge of interactional patterns in a particular interactional context (e.g., at home) and possible access to multiple varieties of Spanish. Our research synthesis informs the agenda that we outline for future research on heritage speakers abroad. We call on previous research to provide models for future investigations of second- and heritage-language learners. We conclude this chapter by discussing the impact that this line of research will have on related pursuits. For example, this research can inform variationist theory and research on bilingualism and social aspects of language use more broadly.

Given the notable increase in participation in short-term (e.g., eight weeks or less) study abroad, especially in the US, recent empirical work on the role of context in second language (L2) learning has sought to investigate the impact of a short-term stay abroad on language development. The present study examined English-speaking learners’ syntactic complexity development in oral narratives after a four-week stay abroad. With regard to three measures of syntactic complexity (length of analysis of speech [AS]-units, number of clauses per AS-unit, length of clause), findings revealed that the study abroad group demonstrated no statistically significant change over the study period. However, individual-level analyses revealed that over half of the study abroad learners increased complexity in narratives in terms of clause length. Further, half of the study abroad learners exhibited increases in syntactic complexity on at least two of the three syntactic complexity measures examined.