| This study explores the understanding of how Nuevomexicano fifth grade students learn Spanish as their heritage language in their elementary school with a Dual Language Immersion Program (DLIP). In this program, there was a mix of two groups of student population in terms of linguistic backgrounds: native speakers of English, and native speakers of Spanish. Together, they studied in Spanish and English, the two languages used at separate designated times of instruction. This study focuses on three Nuevomexicano students who started elementary school as English speakers, and were learning the Spanish language as their heritage language while learning their grade level academic contents.; The focal students' learning of Spanish as their heritage language is investigated using the framework of Vygotsky's Sociocultural Theory of child development. Learning is defined as the process of meaning making, which involves both internal and social activities. Language, a semiotic tool, plays a critical role of mediating meaning in the learning process.; Conversation Analysis was implemented for the close analysis of conversations carried out by the focal students interacting with their classmates and teacher during Spanish instructional time. The analysis of classroom interactions revealed how the students were able to develop their development of meanings of certain words and concepts through meaningful interactions.; This study tries to shed light on what it means for these Nuevomexicano students to learn their heritage language, which for these students, is more than an individual goal. It means connecting ties to their family members, opening opportunities to connect with people from Mexico---new members of their community---and breaking the cycle that leads to loss of heritage languages in this country. |
