@book{publication-6071,
  year = {2024},
  publisher = {Frank \&amp; Timme},
  isbn = {978-3-7329-0969-8},
  series = {Romanistik, 42},
  url = {https://www.frank-timme.de/en/programme/product/spanish-as-a-second-and-third-language},
  address = {Berlin},
  title = {Spanish as a second and third language: Approaching the linguistics-didactics interface},
  editor = {Jonas Grünke and Andrea Peskova and Christoph Gabriel},
  abstract = {Spoken as a foreign language by around 24 million people worldwide, Spanish can be the second language (L2) of monolingually raised learners who acquire it in school. Ever more often it is also the third or a further language (L3) of learners who have previously studied another foreign language (for example Spanish after English in Germany) or who acquired more than one language during early childhood, as is the case with heritage speakers. This book explores the intersections between linguistics and language pedagogy related to the acquisition of L2 and L3 Spanish in various contexts worldwide. Fostering the interdisciplinary dialogue, it combines contributions by linguists and specialists in didactics, which not only examine the interface between basic linguistic and applied research but also develop proposals and materials for concrete teaching situations.

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	La enseñanza de un español auténtico: El caso de la variedad mexicana en Canadá (Cynthia Potvin)
	Differential object marking in the L2 Spanish of L1 German speakers: A corpus-based analysis (Philippa Adolf)
	Proceso de atenuación y partículas modales en la enseñanza del español en los países germanófonos (Benjamin Meisnitzer and Christiane Neveling)
	The effects of a Spanish-language house on L2 phonology: A longitudinal study of Spanish /b d ɡ/ (Brandon Goodale, Rajiv Rao, and Erwin Lares)
	Writing, reading, and listening comprehension in Spanish and French as foreign languages: Gender as an intersectional effect (Patricia Uhl)
	Preverbal, postverbal and null subjects in Spanish: Comparing multilingual speaker groups and methods (Johanna Stahnke, Laia Arnaus Gil, Julia Cadórniga Martínez, Amelia Jiménez-Gaspar, Elena Scalise, and Abira Sivakumar)
	Linking Turkish and Kurdish with Spanish: Exploring the role of heritage languages in the Spanish classroom (Christian Koch)
	Acquiring Spanish voiceless stops in a multilingual setting: An intervention study with German-Turkish bilinguals (Christoph Gabriel, Jonas Grünke, Licia López Pereyra, and Claudia Schlaak)
	Exploring the potential of heritage Turkish for the acquisition of perfective and imperfective aspect in L3 Spanish (Javier Caro Reina and Ișık Akar)
	The acquisition of aspect in a Romance L3: What can tense-aspect studies contribute to current L3 transfer models? (Lukas Eibensteiner)
},
  keywords = {Zweitspracherwerb,Drittspracherwerb,Herkunftssprachen,Sprachwissenschaft,Fachdidaktik,Spanisch},
}
