[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601085-105":59,"doc-detail-601085-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","streamlining-the-placement-of-spanish-heritage-language-learners","Streamlining the Placement of Spanish Heritage Language Learners","","The rise of Spanish heritage language (SHL) and Spanish native speaker (SNS) learners in programs designed for second language (L2) students has created demand for a more inclusive placement exam. The article develops a simplified in-house placement instrument grounded in natural acquisition of SHL/SNS linguistic areas and learner background on Spanish exposure. A one-way ANOVA shows a small item set indexes different ability levels. Additional analyses indicate course recommendation parameters preserve observable ability differences after separating SHL/SNS from L2 learners.",{"@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/streamlining-the-placement-of-spanish-heritage-language-learners/601085/",{"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/streamlining-the-placement-of-spanish-heritage-language-learners/601085.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","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 a more inclusive Spanish placement exam needed?","Question",{"text":112,"@type":113},"Because increasing numbers of SHL/SNS learners are enrolled in programs originally designed for L2 learners, and existing placement often fails to match their abilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What principle guides the new placement exam described in the article?",{"text":117,"@type":113},"It is grounded in the natural acquisition of SHL/SNS in selected linguistic areas and incorporates background information about learners’ exposure to Spanish.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the results support the effectiveness of the new test?",{"text":121,"@type":113},"A one-way ANOVA indicates the developed items index different ability levels, and informal analyses show ability differences remain observable after applying course recommendation parameters and separating SHL/SNS from L2 learners.","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},601085,1792160793,{"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":26},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","7  \nStreamlining the Placement of Spanish Heritage Language Learners  \nPatricia MacGregor-Mendoza  \nNew Mexico State University—Las Cruces  \nGabriela Moreno  \nNew Mexico State University—Las Cruces  \nAbstract  \nThe rise in Spanish heritage language and Spanish native speaker (SHL/SNS) learners in language programs traditionally designed for second language (L2) learners has prompted an interest in the development of a more inclusive placement exam for diverse learners. Some practitioners opt for an instrument that compiles a comprehensive profile of the learner’s ability. Taking the perspective of the natural acquisition of SHL/SNS of select linguistic areas as well as background information on the learners’exposure to Spanish, we developed a simplified placement exam that efficiently identifies learners of different backgrounds and abilities. A one-way ANOVA demonstrates that the small number of items developed in the test effectively index different levels of ability. Additional informal analyses indicate that once the parameters for course recommendations are applied, levels of ability can still be observed after the SHL/SNSand L2 learners are separated. The present article outlines the approach and outcomes of the placement test to illustrate how an in-house instrument can be designed to meet the needs of an institution’s programs and diverse learners.  \nKeywords: Spanish heritage language learners, placement, assessment  \nIntroduction  \nStudents in today’s Spanish courses come from varied linguistic and cultural backgrounds, including Spanish heritage language (SHL) and Spanish native speaker (SNS) households. U.S.-born Latinos comprise the principal group driving the increase in diversity in both K-12 schools and institutions of higher education (Gramlich, 2017; Krogstad & Fry, 2014). Despite this demographic shift, SHL/SNS learners, whose knowledge about the language has been built on a variety of lived experiences in the U.S. and/or abroad, continue to be placed in courses that are designed with second language (L2) learners in mind. Even with a strong desire to meet the needs of students from diverse populations, the placement of SNS/SHL learners in Spanish language programs often remains inadequate, inconsistent or haphazard.  \nThe task of developing Spanish placement exams with a diverse student population in mind is recognized as challenging (e.g. Fairclough, 2012; MacGregor-Men-  \nStreamlining the Placement of Spanish Heritage Language Learners 109  \ndoza, 2012; Potowski, Parada, & Morgan-Short, 2012; Vergara Wilson, 2012) . Both the traditional L2 orientation of the field as well as the elusive nature of SHL/SNS learners’ implicit knowledge have steered test designers toward more prescriptive, grammar-based measures centered on idealized native speaker norms (Fairclough, 2012; MacGregor-Mendoza, 2012) . Since most placement measures reflect knowledge that centers on formally learned skills, SHL/SNS learners, whose foundation of linguistic knowledge does not reside in declarative, rule-based categories, are at a disadvantage. As a result, their true linguistic abilities are sorely underestimated and/ or misinterpreted, and they are often misplaced in lower-level courses designed for L2 learners (e.g. Belpoliti, 2015) .  \nCommercially produced placement measures are often selected as an expedient solution to identifying learners’ skills since few individuals undertake the task of designing a customized test (Fairclough, Belpoliti & Bermejo, 2010). However, while appearing to be efficient, a one-size-fits-all approach may be better suited for the larger L2 population whose knowledge can be more readily quantified in terms of mastery of grammatical features and is rarely appropriate for identifying the abilities of SHL/SNS learners. By not considering and integrating the breadth and depth of SHL/SNS knowledge, commercial measures tend to highlight the formal grammatical features that SHL/SNS have failed to master, ra","cbCaidyNEzOftBKU","https://ap.wps.com/l/cbCaidyNEzOftBKU","pdf",209510,24,"English","# Abstract\n# Introduction\n## Background and placement challenges for SHL/SNS learners\n## Limits of traditional L2-oriented measures\n## Limits of one-size-fits-all commercial instruments\n## Toward an SHL/SNS-relevant placement approach\n# Paper approach and placement measure overview","[{\"question\":\"Why is a more inclusive Spanish placement exam needed?\",\"answer\":\"Because increasing numbers of SHL/SNS learners are enrolled in programs originally designed for L2 learners, and existing placement often fails to match their abilities.\"},{\"question\":\"What principle guides the new placement exam described in the article?\",\"answer\":\"It is grounded in the natural acquisition of SHL/SNS in selected linguistic areas and incorporates background information about learners’ exposure to Spanish.\"},{\"question\":\"How do the results support the effectiveness of the new test?\",\"answer\":\"A one-way ANOVA indicates the developed items index different ability levels, and informal analyses show ability differences remain observable after applying course recommendation parameters and separating SHL/SNS from L2 learners.\"}]","Streamlining the Placement of Spanish Heritage Language Learners | PDF",1792091952]