Belpoliti, F. and E. Gironzetti (2017). Metaknowledge and Metalinguistic Strategies in the Spanish for Heritage Learners Classroom: a Curriculum Redesign. Hispanic Studies Review 2 (1): 45–72.

Read the entire article: http://hispanicstudiesreview.cofc.edu/hispanic-studies-review-vol-2-no-1-2017/ (open access)

ABSTRACT
This article focuses on the curriculum redesign of a Spanish for Heritage Language Learners course sequence, and presents the results of two complementary studies: a) a pilot study on metaknowledge and management of strategies in the linguistic, socio-affective, and cognitive dimensions (Oxford, 2011; White et al., 2007; Wenden, 1998) among Spanish Heritage Language Learners (henceforth SHLLs); and b) the analysis of SHLLs’ written production during the curriculum implementation. The redesign of the program was built taking into account students’ previous knowledge and experiences, and aimed at: (1) advancing literacy in Spanish, (2) increasing management of academic registers, and (3) providing the foundation to develop and expand self-regulatory strategies for continuous language learning (Wenden, 1998; Van Lier, 2008; Duff, 2012). The new curriculum incorporated a modular organization that integrates linguistic, editing, and strategy-based activities along with cultural inquiry on main issues affecting Hispanic communities. The analysis of written samples validates the effectiveness of this metacognitive modular approach to teaching SHLLs.