Assessment in Spanish heritage language programs

Abstract

Spanish heritage language learners (HLLs) are heterogeneous in nature. Thus, how can we assess these students? Most of the literature on this has been on placement exams (Polinsky & Kagan, 2017, among others), but the focus of this article is on assessment in Spanish heritage courses. Placement test results should be indicators of what should be included in the curriculum. One of the main challenges is the lack of the following components: specific proficiency indicators for HLLs, consensus in defining key concepts, understanding dialect variation, assessment for measuring linguistic skills, and finally research on HLLs’ assessment (Malone, Kreeft Peyton, & Kim, 2014). Thus, assessment is the biggest challenge in HL education due to the dominant monolingual ideologies, so formative assessment practices are recommended to confront them by allowing HLLs to negotiate their linguistic identities via multilingual perspectives (King, Liu, & Schwedhelm, 2018). What are specific tools or activities to negotiate these? Personal narratives of US Latinos were collected by Carreira and Beeman (2014) for the sake of reflections of HLLs as language brokers. González-Davies (2004, 2018) also mentions the importance of peer-to-peer strategies for translation competence. These projects can also become group projects, like the manifestos implemented by Moreno and MacGregor-Mendoza (2019) in a course in which language, culture, and community are the goals. All these activities are examples of the kinds of assessment that may be effective in the heritage classroom and may guide their instructors. The goal of this article is to suggest activities to connect HLLs with their communities at the same time that their learning gains are assessed in terms of language proficiency.