Spanish heritage language students’ writing perspectives
DOI:
https://doi.org/10.1558/wap.26126Keywords:
L2 writing, Spanish heritage language (SHL) writing, technology, student perceptions, student writing practicesAbstract
Although the field of heritage language education has thrived in recent years and has focused primarily on the development of biliteracies in Spanish heritage language (SHL) students (e.g., Belpoliti & Bermejo, 2020; Samaniego & Warner, 2016), there is a scarcity of research on SHL students’ writing practices. Moreover, instructional practices and technological developments have transformed the landscape of SHL writing, underscoring the need to understand SHL students’ practices and perceptions of writing. The present study explores this gap in the literature by reporting on an online survey taken by 96 SHL students in the United States. SHL students reported a desire to improve their writing and regarded linguistic issues (e.g., accuracy, accent marks, and writing conventions) as their primary challenges. They considered technology helpful while writing in Spanish, but their use of social tools was not widespread. Although student responses often aligned with educators’ perspectives from previous research (Padial et al., 2024), students reported using English to plan their writing more frequently than instructors reported teaching the use of English as strategy. Students overestimated the importance that their instructors gave to grammar and orthography/accentuation.
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