Drawing on positioning and sociocultural theories, this study examines heritage language (HL) and second language (L2) learners’ negotiation of linguistic expertise in mixed interactions. Through a case study of four interactions between the same HL learner and three different L2 classmates, it investigates how learners’ positioning regarding linguistic expertise shifts across interlocutors and time, shaping language learning. Data was collected at four different stages of a 10-week high-intermediate Spanish course, as learners completed four collaborative writing tasks. Posttests, a pretest, and two questionnaires were also administered. The analysis of discursive positioning showed how the HL learner initially enacted the linguistic expert position associated with his heritage status. As experiences accumulated and pre-established conceptions of expertise were contested, the HL learner came to occupy more of a peer position. The sociocultural analysis of language-related episodes confirmed that this shift resulted in more balanced interactions and enhanced opportunities for HL development.

中文翻译：

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传统语言学习者的话语定位——第二次互动：语言专业知识动态构建的案例研究


本研究借鉴定位和社会文化理论，考察了传统语言（HL）和第二语言（L2）学习者在混合互动中的语言专业知识谈判。通过对同一 HL 学习者和三名不同 L2 同学之间的四次互动的案例研究，它调查了学习者对语言专业知识的定位如何随着对话者和时间的推移而变化，从而影响语言学习。数据是在为期 10 周的高中级西班牙语课程的四个不同阶段收集的，当时学习者完成了四项协作写作任务。还进行了后测、预测和两份问卷。话语定位的分析显示了 HL 学习者最初如何制定与其遗产地位相关的语言专家地位。随着积累的经验和预先建立的专业知识概念受到争议，HL 学习者逐渐占据了更多的同行地位。对语言相关事件的社会文化分析证实，这种转变导致了更加平衡的互动并增加了 HL 发展的机会。