Are heritage speakers of Spanish significantly better at speaking than at writing? Results of an experiment on writing and speaking proficiencies—Actual and perceived

Abstract

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.

Can Spanish programs evaluate oral proficiency gains for all learners? An empirical analysis of traditional and nontraditional Spanish majors' oral proficiency development

“…The ACTFL Proficiency Guidelines (2012) have been largely influential in the creation of the national standards for language learning (Cox et al, 2018; Rifkin, 2003) and “as measures for ensuring the accountability of the institution and foreign language programs to a set of explicit learning outcomes” (Norris & Pfeiffer, 2003, p. 574). While the OPI has been widely used as a research tool to measure oral development (e.g., Gatti & Graves, 2020; Swender et al, 2014), the ACTFL Proficiency guidelines were not originally created for this purpose or with non‐L2s in mind (Malone, 2003). Additionally, some studies have questioned the efficacy of the OPI to measure advanced levels of proficiency (Marijuan & Sanz, 2018).…”