The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks

Beaudrie, Sara M.

doi:10.1353/hpn.2017.0101

Cited by 11 publications

(8 citation statements)

References 31 publications

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“…However, HSS do not reliably produce this difference in their own speech. This difference in production is in line with Beaudrie's (2017) assertion that the difficulty of correctly placing accent marks has to do with HSS's trouble with producing lexical stress.…”

Section: Literature Reviewsupporting

confidence: 82%

“…Spanish has consistent rules for when accent marks should be used but applying these rules depends on being able to identify lexical stress. In a study of applied methods to teach accent rules to HSS, Beaudrie (2017) shows that the aspect of implementing accent rules that HSS found to be the most challenging is determining which syllable in a word is stressed. Of course, identifying a stressed syllable is predicated upon being able to break words into syllables.…”

Section: Introductionmentioning

confidence: 99%

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Interpreting Accent Marks as Hiatus Indicators: Syllabification Intuitions for io Sequences in US Spanish

Beaton

2020

Cuad. linguist. hisp.

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This study considers the syllabification perceptions of heritage speakers of Spanish (HSS), second language learners, and monolingual speakers in words with io sequences in order to understand the differences between HSS and the other two groups. Participants completed a reading task and then a listening task in which they indicated the number of syllables in each stimulus perceived. Three different lexical stress patterns were tested: stress on i (like río), stress on o (like pidió), and atonic syllables (like folio). The results show that heritage participants behave like monolinguals with audio stimuli, but in the reading task they interpret orthographic accent marks as indicators that two vowels should be divided into separate syllables. This leads to accurate interpretations of stimuli with stress on i, since Spanish phonology dictates that stressed high vowels are syllabified in hiatus. Atonic syllables, which lack an orthographic accent, are correctly syllabified as diphthongs. However, heritage participants were less accurate with stress on o because they treated these stimuli like those with stress on i. These findings have implications for both linguistic theory and for pedagogy

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Section: Literature Reviewsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Interpreting Accent Marks as Hiatus Indicators: Syllabification Intuitions for io Sequences in US Spanish

Beaton

2020

Cuad. linguist. hisp.

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“…Specifically, the guidelines state: "they [heritage learners] often are unfamiliar with a more formal register called for in many situations outside the home" (NHLRC, 2018). As previous (Carreira, 2002;Mikulski, 2008) and current (Beaudrie, 2017;NHLRC, 2018) research indicates, examining learners' written skill development is essential to improving pedagogical outcomes and learners' goals via meaningful connections. These connections entail bridging learners' goals to impacting the community.…”

Section: Final Remarksmentioning

confidence: 92%

Intercultural competence development via service-learning in Spanish for the professions

Poteau

2019

Rev. signos

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With an overview of the concept of service-learning in Spanish-language courses, this article will examine the following four principal areas to help educators prepare individuals for effective intercultural communication in their prospective fields: (1) role of intercultural competence development across disciplines and in service-learning programs, (2) interdisciplinary approaches to service-learning program development, (3) connect two types of learners (heritage and foreign language learners) in Spanish for the Professions courses to linguistic and ethnic minority challenges to seek solutions to growing disparities across professional contexts through active classroom-tocommunity connections, and (4) empirically examine the benefits of service-learning with a primary focus on heritage language learners in two university courses (Spanish Interpretation and Translation) that involve the establishment of diverse global and local community partnerships that bridge the classroom with the community and seek to eradicate disparities. Results suggested that students (N = 19) in the service-learning programs thought these programs positively affected intercultural competence and linguistic skills development. Study limitations are explored with suggestions for future research.

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“…Despite the generalized recognition that spelling is a very challenging aspect of literacy development for Spanish HLLs (Carreira, 2002;Beaudrie, 2012Beaudrie, , 2018, there is still not much research on the development of spelling in this population. To our knowledge, only two intervention studies for developing spelling have been conducted, both of which involve the spelling of written accent marks (Carreira, 2002;Beaudrie, 2017). Other spelling proposals have been made based on the results of non-intervention studies on spelling conducted with SHLLs.…”

Section: Pedagogical Implications and Recommendationsmentioning

confidence: 99%

“…However, the field of instructed heritage language acquisition is still in its infancy. With respect to spelling, there are only two published intervention studies (Carreira, 2002;Beaudrie, 2017). In terms of a grammar focus, Bowles (2018) documented only three studies with Spanish HLLs that included a pedagogical intervention.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Linguistic Factors and the Spelling Ability of Spanish Heritage Language Learners

Llombart-Huesca

Zyzik

2019

Front. Educ.

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Spelling is an aspect of literacy that causes significant difficulties for Spanish heritage language learners (HLLs). Because little is known about how spelling skills are developed in this population, instructors often struggle when attempting to teach spelling rules, leading to frustration among both teachers and students in heritage language courses (Beaudrie, 2012). The current research study targets one of the most problematic areas of Spanish orthography: substitution of "s" and "c" letters to represent /s/. An experimental dictation task was designed in order to test two linguistic factors hypothesized to impact spelling accuracy: target letter ("s" vs. "c") and cognate status of the word (cognate vs. non-cognate). Participants (n = 72) were young adults, Spanish HL learners, who completed the dictation task in addition to a standardized measure of proficiency. The results indicate a main effect for cognate status (suggesting facilitative transfer from English), but no effect for letter. These results suggest that "s" is not the default letter for representing /s/, contrary to what had been found in a number of previous studies. We discuss the data in the broader context of pedagogical proposals for targeting spelling among college-aged HLLs.

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The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks

Cited by 11 publications

References 31 publications

Interpreting Accent Marks as Hiatus Indicators: Syllabification Intuitions for io Sequences in US Spanish

Interpreting Accent Marks as Hiatus Indicators: Syllabification Intuitions for io Sequences in US Spanish

Intercultural competence development via service-learning in Spanish for the professions

Linguistic Factors and the Spelling Ability of Spanish Heritage Language Learners

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