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This paper presents the investigation and analysis of speech accommodation effects in data obtained from Spanish learners of German with varying proficiency levels. The production data were recorded during a collaborative map task of the Spanish learners of German among each other and with a native speaker of German. The map task was designed to target words and phrases with specific segmental and suprasegmental characteristics. These characteristics were derived from contrastive analyses of Spanish and German. The main objectives of the paper were to investigate whether segmental and suprasegmental characteristics of the target language German are affected by phonetic accommodation to varying degrees and whether these differences depend on the proficiency level of the speaker or the interlocutor. The statistical analysis, using regression analyses, revealed inconsistent accommodation effects across learners of different proficiency levels as well as different linguistic phenomena. In line with previous findings the results can best be accounted for by an adaptation of a dynamic system approach. [ABSTRACT FROM AUTHOR]

This paper aims to define meaningful learning in the context of teaching Spanish pronunciation to students enrolled in the course Fonética y fonología castellana at German-speaking universities. First, it discusses how the key aspects of meaningful learning can be implemented in this specific instructional setting. Special emphasis is given to the postulates of variation linguistics and contrastive studies. Second, the paper offers a set of exercises designed to teach the pronunciation of rhotics and stops in Spanish. These exercises have undergone testing with 12 groups of German university students and serve as a practical demonstration that the guidelines expressed in the first part of the paper can be successfully implemented. [ABSTRACT FROM AUTHOR]

Family and educational institutions are the main centers of socialization in heritage language. Beyond the communicative and learning dynamics that take place in both environments, linguistic socialization also depends to a large extent on the relationship of families with educational spaces. The aim of this paper is to discuss families' expectations regarding the intergenerational transmission of Spanish and to explore their attitudes towards heritage language and educational programs in Germany. For this purpose, the results of an exploratory study based on surveys will be presented to compare the main arguments justifying Spanish-speaking families' decision to include heritage language courses or bilingual education spaces in their family language management in the German context. The analysis of the perception of families and their attitudes shows that the positive valuation of the family and instrumental dimension of heritage language influence families to include bilingual programs or heritage language classes in their family language management. [ABSTRACT FROM AUTHOR]

In recent years, Heritage Language Programs have been attracting more and more attention in the European academic and educational policy contexts. In Germany, many efforts are being undertaken to foster the teaching of heritage languages in schools. This paper provides an overview of the teaching of Spanish as a Heritage Language in Germany through the long-established Program 'Spanish Culture and Language Lessons' (Aulas de Lengua y Cultura Españolas) funded by the Spanish Ministry of Education for school-aged Spanish heritage speakers. The principal objectives of the study are to analyze the main fostering and constraining factors to participate in this program and to propose improvement measures. To achieve these purposes, a mixed quantitative and qualitative research methodology has been used. The findings are discussed according to these main topics arising during the research process: reasons for students to participate and learning needs, teaching challenges, family implication, relationship with the regular formal education system, blended learning, linguistic and culture diversity. Moreover, improvement measures for this Spanish Heritage Language program are suggested. The main conclusions may be useful for heritage language teachers and program managers in other heritage language (HL) programs in Germany and more generally in Europe. [ABSTRACT FROM AUTHOR]