Spanish Speakers Semi- and Residually Native: After the Placement Test Is over

The Practicality and Efficiency of Web‐Based Placement Testing for College‐Level Language Programs

“…Placement testing has also been an obvious issue for Spanish language programs in particular (Klee Q Rogers, 1989; Wherritt Q Cleary, 1990; Wherritt, Cleary, Q Druva-Roush, 1990a). With the increasing number of heritage language speakers and the concomitant growth of Spanish programs in secondary schools, the need to place students into appropriate courses has been especially acute (Larson, 1989;Teschner, 1990). Dyer (1947aDyer ( , 1947b found medium to high correlations between written tests of language ability in German and French, and course grades.…”

Assessing Foreign Language Proficiency of Undergraduates

“…Also during the 1980s, several institutions and organizations began developing alternatives to the OPI. To date, universities that have published articles on their assessment instruments include Brigham Young University (Larson, 1989), the University of Iowa (Wherritt, Cleary & Druva-Roush, 1990), the University of Minnesota (Barnes, Klee & Wakefield, 1990;Lange, 1987), the University of South Carolina (Mosher, 1989), and the University of Texas at El Paso (Teschner, 1990). In addition, the Center for Applied Linguistics has developed Simulated Oral Proficiency Interviews in Chinese, Portuguese, Hausa, Hebrew, and Indonesian.…”

College‐level placement for heritage language learners

“…Even if a PT could effectively separate native speakers from nonnative speakers, HLLs, as a subgroup of native speakers at that time, could be very likely misplaced in this type of placement system, and subsequently, enrolled in the wrong language courses. Misplacement occurred quite often as illustrated later by Teschner (1990): many Spanish students turned out to be borderline between native speakers and nonnative speakers, and many students needed a follow-up interview to determine the correct courses to take.…”