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This paper outlines the design, implementation, and analysis of a computerized Spanish heritage language (SHL) placement exam. The exam created by the authors exemplifies how to design a simple yet effective placement exam with limited resources. It is suggested that an SHL placement exam should be developed in-house due not only to the diversity of student populations but also to the unique structure and content of distinct SHL programs. The paper contends that SHL placement should be a fluid process that allows for the input of students, instructors and administrators. The paper concludes by reminding readers that an essential component of the SHL placement examination process is a strong and well thought out recruitment and promotion program that needs to both precede and follow placement.
This paper addresses beginning level Spanish heritage language (SHL) learners’ attitudes towards their language and culture. Heritage language (HL) programs and research have often overlooked beginning level learners, especially within university settings.
The current study involved 20 participants from a beginning level SHL class in the Southwestern United States. Participants completed a lengthy survey addressing the issues of language contact, language attitudes and linguistic behaviors. Follow-up interviews were also conducted.
The results observed confirm previous research. The majority of students seldom use Spanish with parents, grandparents or relatives (79%); however, their responses indicate they are frequently surrounded by Spanish, with ample opportunities to overhear the language. Student goals include overcoming a lack of confidence in Spanish as well as a desire to improve fluency. Students’ answers demonstrate a high degree of motivation to study Spanish.
Our results attest to the fact that the specific needs, attitudes, and rich cultural background of the Southwest’s beginning heritage students parallel those of more advanced students in this region in university HL programs, indicating a need to create a space for these students within such programs. We conclude our paper with pedagogical guidelines based on our results and specifically tailored to this population of students.