Language Placement and Beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam

Abstract

This paper outlines the design, implementation, and analysis of a computerized Spanish heritage language (SHL) placement exam. The exam created by the authors exemplifies how to design a simple yet effective placement exam with limited resources. It is suggested that an SHL placement exam should be developed in-house due not only to the diversity of student populations but also to the unique structure and content of distinct SHL programs. The paper contends that SHL placement should be a fluid process that allows for the input of students, instructors and administrators. The paper concludes by reminding readers that an essential component of the SHL placement examination process is a strong and well thought out recruitment and promotion program that needs to both precede and follow placement.

College‐level placement for heritage language learners

“…Despite the disagreement on the definition of HLLs in research, every program, whether out of practical or pedagogical reasons, should explicitly differentiate the groups of students that different tracks of language courses can accommodate. Hence, when it comes to placement, it must first clearly define who is categorized as HLLs in their program (Beaudrie & Ducar, 2012), as it directly determines the criteria for sorting out HLLs. However, unsurprisingly, no alignment exists in defining HLLs in various language programs.…”

“…3. A definition standing between the above two categories (see Beaudrie & Ducar, 2012;Burgo, 2013). Compared to Category 1, this type of definition attends to the identity issue and also considers language proficiency.…”

“…Therefore, placement designers must eliminate and/or avoid such concerns in the placement. In this regard, Beaudrie and Ducar (2012) might provide the most insightful information in their study. They overhauled the old paper-and-pencil PT in many ways to improve the efficiency and effectiveness of identifying and placing HLLs along with avoiding negative affective feelings among test takers.…”

“…Second, in Beaudrie and Ducar (2012), four distracters asking students about their contact with English were used to disguise the purpose of the survey and avoid demoralizing the L2 students who would respond negatively to the Spanish-related statements (p. 84). Third, both the survey and ensuing PT were computerized, which dramatically increased the convenience and, more importantly, avoided the dilemma that resulted from their old placement procedure: HLLs being singled out in front of all test takers and being directed to a separate room for HL PT.…”

“…In terms of its procedure, HL placement often leads to anxiety, negative affective feelings, and mistrust throughout the entire process. Beaudrie and Ducar (2012) described the old placement for Spanish HLLs at the University of Arizona as demoralizing and anxiety-inducing since Spanish HLLs, identified through the survey taken at the beginning of the placement, were instructed to raise hands in front of all students and then were directed to a separate room to take a different PT. The Spanish program at the University of Illinois at Chicago offered separate placements for HLLs.…”