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摘要: As enrollment in English as a second language (ESL) courses in US higher education continues to grow, courses in Spanish have also shown robust enrollment for many years. According to a recent report by the Modern Language Association of America, more students are enrolled in Spanish classes than in any other non-English L2 classes combined (Goldberg et al., 2015). This interest in studying Spanish may be driven by the immense growth of the US Spanish-speaking population (nine-fold since 1960)(Stepler & Brown, 2016) and the increase in the number of Hispanics in four-year higher education institutions (90.6% reported between 2000 and 2010)(Kim, 2011). Heritage learners (HLs) of Spanish, people raised in a home where Spanish is spoken and understood and who may speak the language in addition to English (Valdés, 2001), enroll in Spanish courses alongside foreign language learners (FLLs), people with no family connection to the language who began learning it after their first language (L1) was established. This creates a unique learning environment with unique goals. In this chapter, I focus on HLs and FLLs of Spanish enrolled in the same Spanish composition course. Spanish HLs as a group have varying levels of fluency in informal registers of Spanish (Carreira, 2003). Typically, HLs’ speech consists of vocabulary from the home environment and colloquialisms as well as a mix of English and Spanish (Potowski & Carriera, 2004; Silva-Corvalán, 2004). Often, HLs seek out ways to improve their formal Spanish skills, including their writing, an area that has been studied by a few researchers (see Elola & Mikulski, 2013 …