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Identifying and Placing Spanish Heritage Speakers: One Program's Placement Test Approach

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Title: Identifying and Placing Spanish Heritage Speakers: One Program's Placement Test Approach
Language: English
Authors: Moreno, Oscar, Garrett-Rucks, Paula
Source: Dimension. 2021:72-91.
Availability: Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Descriptors: Student Placement, Language Tests, Spanish, Heritage Education, Grammar, Second Language Learning, Spanish Speaking, Sociolinguistics, Language Variation, Hispanic American Students, Native Speakers, Student Needs, Multiple Choice Tests, State Universities, Test Construction, Language Attitudes, Standards, Kindergarten, Elementary Secondary Education, Higher Education
Geographic Terms: Georgia
Abstract: Despite the increasing number of U.S. born Latinos, placing heritage and native speakers in the Spanish curriculum is still a challenge (MacGregor-Mendoza & Moreno, 2020). The present article: (1) addresses the unique needs of heritage speakers in the Spanish curriculum; (2) problematizes traditional grammar-based placement exams; and (3) describes a multiple-choice placement exam (free upon request) designed and used at Georgia State University (GSU), a major urban university in the Southeastern U.S. Taking a sociolinguistic approach to the dialectical nature of Spanish, the GSU Spanish Language Program Coordinator developed a placement test based on what students--heritage, native, and non-native--do when asked to perform language tasks. The placement test design is outlined using distinctions of linguistic norms, both local/ regional and general. Reference is made to the ways in which diverse types of Spanish speakers align linguistically with general Spanish. This essay responds to the call for language standardization studies that recognize diglossia within a single named language by examining the role of heteroglossia to challenge monolingual language standardization ideologies (McLelland, 2021). Pedagogical implications for identifying and placing K-16 learners in a meaningful Spanish for Heritage Speakers classroom are discussed. [Note: The publication year (2020) shown on the PDF is incorrect. The correct publication year is 2021.]
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1293959
Database: ERIC
FullText Text:
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  Data: Identifying and Placing Spanish Heritage Speakers: One Program's Placement Test Approach
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  Data: Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
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  Data: 20
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  Data: <searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Heritage+Education%22">Heritage Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Sociolinguistics%22">Sociolinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Variation%22">Language Variation</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Speakers%22">Native Speakers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22State+Universities%22">State Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Despite the increasing number of U.S. born Latinos, placing heritage and native speakers in the Spanish curriculum is still a challenge (MacGregor-Mendoza & Moreno, 2020). The present article: (1) addresses the unique needs of heritage speakers in the Spanish curriculum; (2) problematizes traditional grammar-based placement exams; and (3) describes a multiple-choice placement exam (free upon request) designed and used at Georgia State University (GSU), a major urban university in the Southeastern U.S. Taking a sociolinguistic approach to the dialectical nature of Spanish, the GSU Spanish Language Program Coordinator developed a placement test based on what students--heritage, native, and non-native--do when asked to perform language tasks. The placement test design is outlined using distinctions of linguistic norms, both local/ regional and general. Reference is made to the ways in which diverse types of Spanish speakers align linguistically with general Spanish. This essay responds to the call for language standardization studies that recognize diglossia within a single named language by examining the role of heteroglossia to challenge monolingual language standardization ideologies (McLelland, 2021). Pedagogical implications for identifying and placing K-16 learners in a meaningful Spanish for Heritage Speakers classroom are discussed. [Note: The publication year (2020) shown on the PDF is incorrect. The correct publication year is 2021.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 72
    Subjects:
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Heritage Education
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      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Spanish Speaking
        Type: general
      – SubjectFull: Sociolinguistics
        Type: general
      – SubjectFull: Language Variation
        Type: general
      – SubjectFull: Hispanic American Students
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      – SubjectFull: Native Speakers
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      – SubjectFull: State Universities
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      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Georgia
        Type: general
    Titles:
      – TitleFull: Identifying and Placing Spanish Heritage Speakers: One Program's Placement Test Approach
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              Y: 2021
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