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Child Heritage Speakers’ Knowledge of Spanish Differential Object Marking (Pablo Requena)
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Cognate Status, Voicing, and Spanish Language Dominance: How Heritage Language Learners’ Perceive Intervocalic [z] in Cognates versus Non-Cognates (Rachel Sangster Garza)
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Connecting Some Dots in Heritage Language Acquisition of Mood Selection (Melisa Dracos, Pablo E. Requena, Raquel Nuñez)
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Contribución de los estudios del español como lengua heredada en los Estados Unidos al estudio de la enseñanza del español para personas sordas e hipoacúsicas (Claudia Holguín Mendoza, Angélica Castro Caballero, Cynthia Mendoza Casanova, Melissa Mallon)
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Disrupting Discourses of Capable Illiterate Bilingual Latinx Students through Curricular Analysis (Erica Saldívar García)
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Documenting Latina/os/x in Ohio: Stories During COVID-19 through Performed Storytelling (Paloma Pinillos Chávez, Elena Foulis, Micah Unzueta)
How Age of Acquisition Affects the Production of Frequent Verbs in Bilingual Children Attending Dual-Language Schools (Michele Goldin, Esther Hur, Julio López-Otero)
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Investigating Spanish Heritage Language Learners’ Learning Styles: A Preliminary Study (Sergio Adrada-Rafael)
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“I Make Too Many Grammar Mistakes”: Hablantes de herencia y el impacto de la enseñanza homogénea (Yohana Gil Berrio, Raquel Mattson-Prieto)
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