This study investigates heritage language (HL) and second language (L2) learners' attitudes and perceptions of their mixed HL–L2 interactions. As part of the activities of a 10‐week course, eight Spanish HL learners and 10 L2 learners worked in mixed dyads to complete a series of collaborative writing tasks designed to leverage their complementary strengths and weaknesses. A beginning‐of‐quarter and an end‐of‐quarter questionnaire were administered. Learners' responses revealed that HL and L2 learners alike had a highly positive experience that changed their initial reluctance toward collaborative writing. Most learners noticed language gains and an improvement in their writing skills. Yet both HL and L2 participants agreed that L2 learners, who were generally perceived as less proficient, benefited more. HL learners also reported affective benefits from their role as linguistic and cultural experts. Although some challenges were noticed, overall, findings support the use of collaborative writing tasks in mixed classes.

中文翻译：

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混合课程中的协作写作：传统和第二语言学习者是怎么想的？

本研究调查了传统语言 (HL) 和第二语言 (L2) 学习者对其混合 HL-L2 交互的态度和看法。作为为期 10 周课程活动的一部分，8 名西班牙语 HL 学习者和 10 名 L2 学习者混合合作完成一系列协作写作任务，旨在利用他们互补的优势和劣势。进行了季度初和季度末问卷调查。学习者的反应表明，HL 和 L2 学习者都拥有非常积极的体验，这改变了他们最初对协作写作的不情愿。大多数学习者注意到语言的进步和写作技巧的提高。然而，HL 和 L2 参与者都同意，通常被认为不太熟练的 L2 学习者受益更多。HL 学习者还报告说，他们作为语言和文化专家的角色带来了情感上的好处。尽管注意到了一些挑战，但总体而言，研究结果支持在混合班级中使用协作写作任务。