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

Autor/inn/en	Moreno, Oscar; Garrett-Rucks, Paula
Titel	Identifying and Placing Spanish Heritage Speakers: One Program's Placement Test Approach
Quelle	In: Dimension, (2021), S.72-91 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	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; Georgia + Suchen Sie Ihr Suchwort? Schülerpraktikum; Language test; Sprachtest; Spanisch; Grammatik; Zweitsprachenerwerb; Soziolinguistik; Sprachenvielfalt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Muttersprachler; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Staatliche Universität; Testaufbau; Sprachverhalten; Standard; Hochschulbildung; Hochschulsystem; Hochschulwesen
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.] (As Provided).
Anmerkungen	Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01