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Abstract
In this article, I reflect on the role of linguistic complexity in instructed heritage language (HL) acquisition by specifically examining morphosyntactic linguistic complexity as it relates to factors such as transparency, saliency, and communicative value. First, I critically evaluate previous proposals on linking formal HL studies to pedagogy by arguing that learning in instructed contexts is a complex task that requires research on a number of variables including linguistic complexity. Second, I summarize the lessons learned in the field of instructed second language acquisition with regard to complexity in additional language learning. Third, by reviewing an empirical study on the development of Spanish gender assignment and agreement in writing, I provide a few arguments for investigating the interplay between linguistic complexity and the prior language experience that HL learners bring into the learning environment. Informed by findings from instructed second language studies, I propose that instructed HL studies also examine how linguistic complexity is potentially interwoven with type of instruction and individual differences.

We analyze socioemotional skills' role for destination-language proficiency among recent refugees in Germany. While socioemotional skills have been shown to predict educational outcomes, they have been overlooked for immigrants' language acquisition. We extend a well-established model of destination-language proficiency and assume that socioemotional skills' effects manifest through the channels of exposure, efficiency, and incentives. Using longitudinal data and growth curve models, we find that socioemotional skills significantly shape destinationlanguage learning. Openness to new experiences, conscientiousness, risk appetite and locus of control positively relate to language proficiency, while extroversion, agreeableness and neuroticism are insignificant. We observe mediating effects, suggesting that socioemotional skills shape the channels of efficiency or exposure. Moreover, we observe multiplication effects reinforcing other advanta-geous characteristics' effects on language proficiency. In sum, socioemotional skills affect refugees' destination-language proficiency and thereby contribute to sustainable economic and societal integration processes. We conclude by discussing policy implications. ; Wir analysieren die Rolle sozio-emotionaler Fähigkeiten für den Erwerb der deutschen Sprache von Geflüchteten, die zwischen 2013 und 2016 nach Deutschland zugezogen sind. Bisher wurden sozio-emotionale Fähigkeiten im Kontext der Bildungsforschung betrachtet, jedoch wurde ihre Bedeutung für den Spracherwerb von Migranten noch nicht untersucht. Wir erweitern ein bekanntes theoretisches Modell des Spracherwerbs des Aufnahmelandes von Migranten und Migrantinnen und nehmen dabei an, dass sozio-emotionale Fähigkeiten über die Kanäle der Gelegenheiten für, beziehungsweise des Zugans, zum Lernen, der Effizienz und der Motivation wirken. Anhand von Längschnittsdaten und Wachstumskurvenmodellen zeigen wir, dass sozioemotionale Fähigkeiten signifikant den Erwerb der Sprache des Ziellandes prägen. Offenheit für neue Erfahrungen, Gewissenhaftigkeit, Risikofreude und Kontrollüberzeugungen stehen in positivem Zusammenhang mit Sprachkenntnissen. Dahingegen finden wir keine signifikanten Zusammenhänge für Extraversion, Verträglichkeit und Neurotizismus. Mediationseffekte deuten an, dass sozio-emotionale Fähigkei-ten die Kanäle der Effizienz und des Kontaktes formen. Darüberhinaus zeigen Multiplikationsef-fekte, dass sozio-emotionale Fähigkeiten andere vorteilhafte Eigenschaften verstärken. Zusammenfassend beeinflussen sozio-emotionale Fähigkeiten somit den Erwerb der Sprache des Aufnahmelandes und tragen zu einem nachhaltigen ökonomischen und sozialen Integrationsprozess bei. Wir schließen mit einer Diskussion der politischen Implikationen.

AbstractA language is composed of conventional symbols shaped by their social‐communicative functions. Children acquire these symbols, both lexical and syntactic, in the context of culturally constituted event structures that make salient these functions. In the acquisition process children rely on cultural learning skills (i.e., imitative learning). These skills emanate from their ability to participate intersubjectively with adults in cultural activities (i.e., joint attention), which underlies their ability to understand the ways adults are using particular pieces of language. The development of communicative competence as a whole, including not only lexical and syntactic skills but also various pragmatic skills, depends largely on feedback about communicative efficacy that children receive from different interactants. This feedback is used by children to make further inferences about the conventional functional significance of particular linguistic expressions. This social‐pragmatic view of language acquisition obviates the need for a priori, specifically linguistic, format constraints on the language acquisition process.