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Volume 37, Issue 1
  • ISSN 0213-2028
  • E-ISSN: 2254-6774
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Abstract

Abstract

Even though the field of heritage language education has flourished in recent years and has placed emphasis on the development of biliteracies in Spanish heritage language (SHL) learners (e.g., Belpoliti & Bermejo, 2020Samaniego & Warner, 2016), little is known about how SHL writing instruction is conducted in terms of educators’ practices and perceptions. Through an online survey distributed across the United States, SHL educators reported the main challenges they face (e.g., working with accuracy, writing conventions), strategies they use (e.g., modelling), and the technology they use to teach writing. The survey also provides an overview of the importance given to various elements of a composition (e.g., task type, range of vocabulary) when teaching SHL courses. Overall, SHL educators’ perceptions provide a knowledge base of instructor experiences and practices that can assist in teacher training and inform curricular models.

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2024-01-23
2024-10-04

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Voices of SHL educators
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37, 335 (2024); https://doi.org/10.1075/resla.21043.pad
/content/journals/10.1075/resla.21043.pad
/content/journals/10.1075/resla.21043.pad
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  • Article Type: Research Article
Keyword(s): educator perceptions; escritura en L2; español como lengua de herencia; instructor practices; L2 writing; percepciones de los educadores; prácticas de los instructores; Spanish as a heritage language; technology; tecnología

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