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Cultural situations for speakers are typically narrower when HL is not the dominant language. This paper surveys research on Spanish heritage language learners’ writing and proposes an integrated product-, process-, and post-process approach grounded in critical pedagogy to support SHL writers’ ownership of HL literacy development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-writing-in-spanish-heritage-language-learners-an-integrated-process-approach/601088/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-writing-in-spanish-heritage-language-learners-an-integrated-process-approach/601088.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is there no clear division between orality and literacy for Spanish heritage language learners?","Question",{"text":112,"@type":113},"Opportunities to use heritage language skills are often oral rather than written, and literacy is culturally situated and shaped by power relations. This means literacy development cannot be separated from spoken language practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach does the paper propose for SHL learners’ writing?",{"text":117,"@type":113},"It proposes an integrated writing approach combining product, process, and post-process stages. The approach is grounded in critical pedagogy to help SHL writers take ownership of their HL literacy development.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges does SHL education face in the United States?",{"text":121,"@type":113},"SHL education must reconcile competing models of language development. The paper frames the issue around adding academic variety while addressing concerns about appropriateness and giving learners control over linguistic choices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601088,1792161638,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","5  \nDeveloping Writing in Spanish Heritage Language Learners: An Integrated Process Approach  \nAriana Mrak  \nUniversity of North Carolina Wilmington  \nAbstract  \nThere is no clear-cut division between orality and literacy (Street, 1993). This idea is central to literacy development in the Spanish heritage language (SHL) context because the opportunities to use heritage language (HL) skills are often oral, not written. Furthermore, the cultural situations that speakers find for their language are less extensive since they are in an environment where their HL is not the dominant language. This paper surveys the research on the writing of SHL learners (SHLLs) and proposes an integrated approach of product, process and post-process writing within a critical pedagogy that allows SHL writers to own the development of their HL literacy.  \nKeywords: heritage languages, Spanish, multiliteracies, writing  \nBackground  \nTraditionally, we view speaking, listening, reading and writing as distinct abilities. We can even attest that each develops at different rates in every student. However, researchers in the field of New Literacy Studies (NLS) point out there is no clear-cut division between orality and literacy (Street, 1993). Literacy goes beyond the cognitive processes of acquiring reading and writing. It is not a stand-alone practice, but one culturally situated and affected by power. The application of the skills gained by the individual needs to be considered within the cultural institutions the speaker inhabits. Casting an ethnographic perspective on literacy allows a look at actual practices in their cultural settings and at how power relations influence its development. Such a view allows investigators to go beyond dominant discourses of literacy and to understand the socially and culturally meaningful ways in which subordinate groups apply their knowledge (Street, 1993) . Gee (2015) connects NLS to what he labels Situated Cognition Studies by putting forth a dynamic version of schema theory in which individuals use their prior knowledge and experiences to act, or for the purposes outlined here, write. Researching specifically the language abilities of Spanish/English bilingual students, Martínez (2010) suggests identifying ways to connect the skills they bring to the classroom to help them develop academic literacy. He considers Lee’s (2007) Cultural Modeling framework helpful to demonstrate to students what they already are able to do with the language and to help them extend it to new situations. A specific example of this application is Orellana’s (2009) use of SHLLs skills in translating and interpreting as resources for academic writing. Cultural Modeling ties back in with  \nDeveloping Writing in Spanish Heritage Language Learners 83  \nthe original research put forth by NLS as it has its foundation in sociocultural learning theory, situating literacy in social and cultural practice (Freire, 2000; Gee, 1990) .  \nThe blurring oforality and literacy is central to any discussion of literacy development in the SHL context within the United States because the opportunities to use Spanish language skills are more often oral, not written. Furthermore, the culturally relevant situations that speakers find for their language are usually different from those in a predominantly Spanish-speaking country. For many SHL speakers, their use ofthe HL is limited to the home and the community (Colombi, 2015) . Because it is speaking abilities within the community that play a central role in the lives of most SHL speakers, the culturally significant uses that these individuals find for their language skills bear strongly on their literacy development.  \nFortunately for SHL instructors, an acknowledgement of the hurdles present in the maintenance of Spanish in the United States has been at the forefront of researchers’ agendas as we continue to work on the development of successful and socially responsible pedagogies. At the moment, SHL education","cbCaihyfFujN0NnM","https://ap.wps.com/l/cbCaihyfFujN0NnM","pdf",138869,15,"English","# Abstract\n# Background\n## New Literacy Studies and situated cognition\n## Limits of HL use in U.S. contexts\n# Spanish Heritage Language Learners’ Writing\n## Categorization of writing research","[{\"question\":\"Why is there no clear division between orality and literacy for Spanish heritage language learners?\",\"answer\":\"Opportunities to use heritage language skills are often oral rather than written, and literacy is culturally situated and shaped by power relations. This means literacy development cannot be separated from spoken language practices.\"},{\"question\":\"What approach does the paper propose for SHL learners’ writing?\",\"answer\":\"It proposes an integrated writing approach combining product, process, and post-process stages. The approach is grounded in critical pedagogy to help SHL writers take ownership of their HL literacy development.\"},{\"question\":\"What challenges does SHL education face in the United States?\",\"answer\":\"SHL education must reconcile competing models of language development. The paper frames the issue around adding academic variety while addressing concerns about appropriateness and giving learners control over linguistic choices.\"}]","Developing Writing in Spanish Heritage Language Learners - An Integrated Process Approach | PDF",1792091955,38]