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, 2020; Samaniego & 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.