This work delves into the research, theory, and practice of teaching Spanish as a heritage language in the United States. It examines theoretical considerations in the field of Heritage Language Development (HLD), as well as community and classroom-based research studies at all academic levels.

An increasing number of U.S. Latinos are seeking to become more proficient in Spanish. The Spanish they may have been exposed to in childhood may not be sufficient when they find themselves as adults in more demanding environments, academic or professional. Heritage language learners appear in a wide spectrum of proficiency, from those who have a low level of speaking abilities, to those who may have a higher degree of bilingualism, but not fluent. Whatever the individual case may be, these heritage speakers of Spanish have different linguistic and pedagogical needs than those students learning Spanish as a second or foreign language.