This study contributes to research on heritage language learners (HLLs) and peer interaction by exploring the nature of the interactions between HLLs and their linguistically diverse peers, who may defy traditionally discrete language learner categories. Grounded in sociocultural theory, we analyzed video‐recorded peer interactions during Spanish/English literacy activities in an extracurricular, bilingual secondary program. We found that students' interaction patterns and perceived expertise may shift with different interlocutors and language‐related episodes (LREs). Our findings call for future research to refine the conceptual framing and theorizing of peer interactions, especially involving HLLs across an array of peer groupings. We offer implications for educators mediating peer collaboration and incorporating HLLs' multifaceted linguistic expertise to enhance learning opportunities for diverse learners.
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