Language Use and Social Networks of Spanish Heritage Speakers Abroad

Abstract

This study examines how Spanish heritage language learners (HLLs) use language and form social networks during study abroad (SA) in Mexico. Drawing on questionnaires and semi-s tructured interviews with four U.S. college students enrolled in a seven- week- faculty- led program, the study explores how network composition, peer dynamics, and identity shape opportunities for local community engagement and Spanish use. Social network analysis focused on participants’ regular contacts, frequency of interaction, and language practices across different domains (i.e., academic, social, and transnational contexts). Furthermore, thematic analysis identified factors that facilitated or inhibited engagement with locals. Findings show that participants used Spanish frequently in daily transactions, academic settings, and structured program activities; the depth of their social networks varied. Heritage speakers who formed stronger ties with host families and service- learning contacts reported greater opportunities for meaningful Spanish use and cultural integration. However, time spent within SA peer groups sometimes limited local engagement. Individual factors such as confidence, perceived proficiency, personality, and personal circumstances also influenced social network development and language use. While participants generally demonstrated high motivation to connect with their heritage language, identity- related perceptions and linguistic insecurity occasionally constrained interaction with local speakers. Overall, the study highlights the central role of social networks in shaping HLLs’ linguistic engagement abroad and emphasizes the importance of structured opportunities for interaction with local communities. Findings contribute to research on heritage learners in study abroad contexts by illustrating how interpersonal dynamics and program design jointly influence language use, network development, and cultural integration.