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Selected poster presentations from the American Association of Applied Linguistics conference 2021

Assessing heritage language learners: A survey of teachers’ knowledge, practices, and needs

Published online by Cambridge University Press:  06 August 2021

Jamie Morgan ,
Valentina Michelotti  and
Meg Montee
Jamie Morgan*
Affiliation:
Center for Applied Linguistics, Washington, DC, USA
Valentina Michelotti
Affiliation:
Georgetown University, Washington, DC, USA
Meg Montee
Affiliation:
Center for Applied Linguistics, Washington, DC, USA
*
*Corresponding author. Email: jmorgan@cal.org
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Abstract

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Type
Research in Progress
Information
Language Teaching , Volume 54 , Issue 4 , October 2021 , pp. 574 - 577
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Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

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Footnotes

A reproduction of the poster discussed is available in the supplementary material published alongside this article on Cambridge Core.

References

Beaudrie, S. (2016). Advances in Spanish heritage language assessment: Research and instructional considerations. In y Cabo, D. P. (Ed.), Advances in Spanish as a heritage language (pp. 143–158). John Benjamins.CrossRefGoogle Scholar
Carreira, M., & Chik, C. H. (2018). Differentiated teaching: A primer for heritage and mixed classes. In Potowski, K. (Ed.), The Routledge handbook of Spanish as a heritage language (pp. 359–374). Routledge.CrossRefGoogle Scholar
Ilieva, G. N., & Clark-Gareca, B. (2016). Heritage language learner assessment: Toward proficiency standards. In Fairclough, M., & Beaudrie, S. M. (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 214–237). Georgetown University Press.Google Scholar
Kagan, O., & Dillon, K. (2008). Issues in heritage language learning in the United States. In Deusen-Scholl, N. V., & Hornberger, N. (Eds.), Encyclopedia of language and education, Volume 4: Second and foreign language education (pp. 143–156). Springer.Google Scholar
Lacorte, M. (2016). Teacher development in heritage language education. In Fairclough, M., & Beaudrie, S. M. (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 99–119). Georgetown University Press.Google Scholar
Llosa, L. (2013). Assessing heritage language learners. In Kunnan, A. K. (Ed.), The companion to language assessment (pp. 440–453). Wiley-Blackwell.CrossRefGoogle Scholar
Magaña, D. (2015). From pedagogy to communities: Issues within and beyond the Spanish heritage language classroom. Studies in Hispanic and Lusophone Linguistics, 8(2), 375–388. https://dx.doi.org/10.1515/shll-2015-0014CrossRefGoogle Scholar
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