‘I am so lost’: Negotiating positions through conversation in mixed HLL/L2L classrooms

Abstract Heritage language learners (HLL) and second language learners (L2L) of Spanish often study the target language together in mixed classrooms, where they may interact in pair activities and adopt different positions according to their background knowledge and abilities. Through qualitative discourse analysis of three interactions between one HLL‐L2L dyad in a university‐level Spanish class, this study considers how classroom activities allow or restrict access to an expert position for both students and how the HLL is positioned in on‐task and off‐task discourse. Findings reveal that the L2L is more likely to adopt the expert position throughout their interactions, especially during activities requiring metalinguistic knowledge. This study sheds light on issues with activity design, HLL–L2L interactions, and HLL support in mixed classrooms. It concludes with pedagogical implications and recommendations for instructional approaches that empower HLLs to position themselves as experts in their learning, including task‐based language teaching and critical language awareness.