This article explores the relationship between the writing proficiency of heritage speakers of Mandarin Chinese, Korean, and Spanish and their context of acquisition, educational experiences, and language practices. Biographical data and proficiency ratings obtained with the ACTFL Writing Proficiency Test were collected for 187 adult heritage speakers. These data are analyzed in order to shed light on connections between the writing proficiency of heritage speakers of these three languages and their language experiences, which have implications for placement and pedagogy in the postsecondary setting. The results of the analysis are then deployed in a series of recommendations to support the development of writing proficiency in the classroom. The authors advocate a proficiency‐oriented approach to the teaching of heritage language that leverages the learners’ linguistic resources.
It is often assumed that heritage language learners (HLLs) speak better than they write-by themselves and by educators alike. This article draws on data from writing and oral proficiency ratings plus selfevaluations of 35 Spanish HLLs to investigate: (i) whether Spanish HLLs actually tend to receive higher ratings in speaking than in writing; (ii) if this is the case, how large the distance in proficiency is; and (iii) to what extent HLLs are accurate in identifying their better modality. Results do show higher ratings in speaking on average, but to a degree that is smaller than might be expected: ratings indicate that subjects performed the same functions in both modalities even when one of the two was rated higher than the other. Additionally, fewer than half the subjects were able to accurately evaluate whether or not they are better at speaking or writing. Implications for instruction are also discussed.
This article describes what Intermediate and Advanced heritage language learners of Mandarin Chinese, Korean, and Spanish can do when writing in their heritage language, and what prevents these writers from performing at the next proficiency level. One hundred eighty‐seven samples were collected using the ACTFL Writing Proficiency Test. Each sample is analyzed employing a review form through which floor and ceiling criteria are identified, and the strengths and weaknesses of writing while attempting next‐level functions are made evident. The proficiency profiles resulting from this analysis are used to propose pedagogical practices in support of literacy development.
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