This case study describes the interactional competence of one U.S. Spanish heritage language learner (HLL), during a five-week study abroad program in Spain that included service-learning. Data were drawn primarily from audiotapes, reflection essays, and an exit interview. The audiotapes included “Mía’s” conversations at the service-learning site, a summer camp for young children. The three resource categories in Young’s (2019) model of Practice Theory of identity, linguistic, and interactional resources facilitated the analysis of Mía’s intercultural competence. The qualitative analysis describes, first, Mía’s resources during discursive practices with children and peer teachers at the camp, reflecting the construction of her identity as an educator. Second, we examine possible connections between Mía’s resources and her Spanish learning history. We show that the linguistic and interactional resources observed in her interactions are congruent with her HLL background, as seen in her lexical choices and flexibility interacting with diverse interlocutors. These findings of one HLL’s linguistic activity shed light on her interactional competence in this context, thus contributing to the literature on HLL s in study abroad.
Journal: Heritage Language Journal issue 1 vol 27