Heritage language instruction at the college level: Reality and possibilities

This article describes the findings of an in-depth, qualitative study of three heritage language students of Spanish, which explored the students' perceptions of their heritage language classroom. It provides an alternative, practical view of the possibilities of a college-level heritage language class designed in accordance with students' input as it emerged from the research as well as a holistic set of pedagogical and philosophical principles. Conclusions of importance for researchers, curriculum developers, and teachers in the field of foreign language in general and heritage language in particular are provided.