ABSTRACT
The field of Spanish heritage language (SHL) education has experienced tremendous growth since the late 1990s. Our understanding has greatly developed in the areas of heritage learner (HL) profiles and needs (see, e.g., Alarcón, 2010; Au & Oh, 2005; Beaudrie, 2009; Carreira & Kagan, 2011; He; 2010; among others), SHL linguistic systems (see, e.g., Montrul, 2008, 2012, this volume; among others), HL instructional goals (Beaudrie, Ducar, & Potowski, 2014; Valdés, 1995, 2005; Valdés & Parra, this volume; among others), and HL instructional practices (Beaudrie et al., 2014; Carreira, 2012; Carreira & Potowksi, 2011; Kondo-Brown & Brown, 2007; Martínez, 2003; Roca & Colombi, 2003; among others).
