Novedad bibliog r áfica: FAIRCLOUGH , M. Spanish and H eritage Language E ducation in the Un ited States. Strug gling with hypothe ticals. Madrid/Fra nkfurt: Iberoameri cana/Vervuert

[Carlos Subirats]

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                             EDITORES:
       Carlos Subirats Rüggeberg, UAB <carlos.subirats at uab.es>
           Mar Cruz Piñol, U. Barcelona <mcruz at ub.edu>
   Eulalia de Bobes Soler, U. Abat Oliba-CEU <debobes1 at uao.es>
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                           Novedad bibliográfica:
FAIRCLOUGH, Marta. 2005. Spanish and Heritage Language Education in the
United States. Struggling with hypotheticals. Madrid/Frankfurt:
Iberoamericana/Vervuert (164 págs.; 19.80 euros; Lengua y Sociedad en el
Mundo Hispánico, 12; ISBN: 3865271545)
                               Compra-e:
http://www.ibero-americana.net/cgi-bin/search.cgi?n=verlagskatalog&lang=es&kat=18
              Más información: http://www.ibero-americana.net
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                               Resumen:

    The study examines the effects of formal instruction on the
acquisition of standard Spanish, looks at the expression of
conditionality and suggests pedagogical implications based on the findings.


                     TABLE OF CONTENTS

List of figures

List of tables

Acknowledgments

Abbreviations

1. Introduction
1.1. Introduction to the study
1.2. The language situation
1.3. Objectives of this investigation
1.4. Theoretical framework
1.5. Outline of the study

2. Review of the Literature
2.1. Conditionality
2.1.1. Conditionality, hypotheticality and conditional sentences
2.1.2. If-sentences: definition and parts
2.1.3. Verb forms: tense and mood
2.1.4. Typology
2.1.5. Alternatives to the expression of conditionality
2.1.6. Variation
2.1.6.1. Diachronic variation
2.1.6.2. Synchronic variation
2.1.7. Acquisition studies
2.1.8. Conclusions

3. Social Context
3.1. Introduction
3.2. U.S. Hispanic diversity
3.3. Hispanics in Texas and in Houston
3.4. Spanish for heritage learners
3.4.1. Definitions
3.4.2. Historical foundations of SHL programs
3.4.3. Diversity
3.4.4. Pedagogical issues
3.4.5. The prestige variety
3.4.6. Bidialectalism

4. Methodology
4.1. Introduction
4.2. Research design
4.2.1. Preliminary studies
4.2.2. The study of conditionality
4.3. Participants
4.4. Instrumentation
4.4.1. Short paragraphs
4.4.2. Cloze-type test
4.4.3. Acceptability judgment task
4.4.4. Peer interviews
4.4.5. Background questionnaires
4.5. Procedure
4.5.1. Written data collection
4.5.2. Oral data collection
4.5.3. Data coding and analysis
4.6. Summary of the methodology

5. Findings
5.1. Introduction
5.2. Study 1: Grammatical accuracy
5.3. Study 2: Different tasks
5.4. Study 3: Oral data
5.4.1. Contexts
5.4.2. [-PAST] contexts
5.4.3. [+PAST] contexts
5.5. Acceptability judgment
5.6. Longitudinal study

6. Discussion and conclusions
6.1. Introduction
6.2. Summary of the findings and discussion
6.3. Pedagogical implications of the findings to the teaching of Spanish
      to students of Hispanic heritage
6.3.1. What to teach?
6.3.2. How to teach?
6.3.3. When to teach and for how long?
6.4. Limitations of the study and recommendations for future research
6.5. Final comments 1

Appendices
Appendix 1a: Short Paragraphs
Appendix 1b: Cloze-type Test
Appendix 1c: Acceptability Judgment
Appendix 2: Guide for Interviews
Appendix 3: Student Information Sheet
Appendix 4: Spanish Courses

References

Index


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