Exploring Heritage Speakers, L2s, and Monolinguals' Typed Writing Strategies: Evidence from Stimulated Recalls
Author ORCID Identifier
https://orcid.org/0009-0009-3317-0392
Document Type
Paper Presentation
Presenter Language
English
Research Area
Heritage Speakers, Accent Placement, Bilingualism, Applied linguistics
Location
MBSC Council Room 306
Start Date
17-10-2024 2:30 PM
End Date
17-10-2024 3:00 PM
Abstract
Composing and writing development is an area of investigation that has been severely understudied in the field of heritage language (HL) studies. Yet while HL speakers have robust production skills, writing in their HL tends to be far less developed due to inaccessibility of formal education in their HL (Potowski, 2021; Potowski & Marshall, 2021). Understanding how students compose is essential to drive evidence-based pedagogy that will help HL speakers improve their writing (Colombi, 1997) and to inform theoretical writing frameworks.
Within literacy development, recent HL studies in Spanish (e.g., Bowles & Bello-Uriarte, 2019; Hurtado & Gastañaga, 2021) have primarily focused on exploring individual writing development through product-centric indicators (i.e., lexical density, sophistication, and diversity). Furthermore, research on Spanish HL speakers’ writing behavior has been limited to HL college students (Schwartz, 2003, 2005; Mikulski & Elola, 2011; Elola & Mikulski, 2013; Torres, 2023). Yet, there is a significant gap concerning second language learners (L2ers), younger HL speakers (Bowles & Torres, 2021), and non-college-educated HL speakers.
The goal of this study is to assess what typing strategies and previous knowledge participants used when typing a dictation task. By integrating stimulated recalls post-dictation task, this study examined monolingually-raised Spanish speakers (n=18), L2ers (n=8), and Spanish HL speakers in college (n=8), high school (n=4), and non-college educated (n=6) from a major university in the Midwest and from Southern California.
Preliminary main findings indicate that L2ers and monolingually-raised speakers relied on metalinguistic strategies, with both referring to classroom-based knowledge. The former focused more on form focused strategies (e.g., placing two vowels to remember it has an accent) while the latter more on meaning (e.g., abbreviations as placeholders). HL speakers focused more on meaning, with strategies drawn from their HL courses such as sounding out the words and focusing more on the context (e.g., skipping lines for different sentences). Younger and non-college educated HL speakers used descriptive based strategies (e.g., lexical chunking).
Bowles, M. A., & Torres, J. (2021). Instructed Heritage Language Acquisition. In S. Montrul & M. Polinsky (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics (1st ed., pp. 826–850). Cambridge University Press. https://doi.org/10.1017/9781108766340.037
Bowles, M. A., & Bello-Uriarte, J. (2019). What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing? In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy (pp. 219–239). New York: Routledge.
Colombi, M. C. (1997). Perfil del discurso escrito: Teoría y práctica. In M. C. Colombi & F. X. Alarcón (Eds.), La enseñanza del español a hispanohablantes: Praxis y teoría (pp. 175–189). Houghton Mifflin.
Elola, I., & Mikulski, A. (2013). Revisions in real time: Spanish heritage language learners’ writing processes in English and Spanish. Foreign Language Annals, 46, 646–660.
Hurtado, I., & Gastañaga, K. (2021). Influence of Writing Instruction on Spanish Heritage Learners in Heritage-Only and Mixed Courses: A Longitudinal Study. Languages, 6(2), 109. https://doi.org/10.3390/languages6020109
Mikulski, A., & Elola, I. (2011). Spanish heritage language learners’ allocation of time to writing processes in English and Spanish. Hispania, 94, 715–733.
Potowski, K. (2021). Elementary School Heritage Language Educational Options and Outcomes. In S. Montrul & M. Polinsky (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics (1st ed., pp. 761–776). Cambridge University Press. https://doi.org/10.1017/9781108766340.034
Potowski, K. and M. Marshall. 2021. The Spanish Proficiency of Latino Dual Immersion Students Compared to Peers in an All English Program: A Pseudo-Longitudinal Study across Multiple Domains. International Symposium on Bilingualism ISB13
Schwartz, A. M. (2003). ¡No me suena! Heritage Spanish speakers’ writing strategies. In A. Roca & M. C. Colombi (Eds.), Mi lengua: Spanish as a heritage language in the United States (pp. 235–256). Georgetown University Press.
Schwartz, A. M. (2005). Exploring differences and similarities in the writing strategies used by students in SNS courses. In L. A. Ortiz López & M. Lacorte (Eds.), Contactos y contextos lingüísticos: El español en los Estados Unidos y en contacto con otras lenguas (pp. 323–333). Lingüística Iberoamericana.
Torres, J. (2023). Exploring working memory and language dominance in heritage bilinguals’ writing processes. Studies in Second Language Acquisition, 45(3), 710–736. https://doi.org/10.1017/S027226312300013X
Exploring Heritage Speakers, L2s, and Monolinguals' Typed Writing Strategies: Evidence from Stimulated Recalls
MBSC Council Room 306
Composing and writing development is an area of investigation that has been severely understudied in the field of heritage language (HL) studies. Yet while HL speakers have robust production skills, writing in their HL tends to be far less developed due to inaccessibility of formal education in their HL (Potowski, 2021; Potowski & Marshall, 2021). Understanding how students compose is essential to drive evidence-based pedagogy that will help HL speakers improve their writing (Colombi, 1997) and to inform theoretical writing frameworks.
Within literacy development, recent HL studies in Spanish (e.g., Bowles & Bello-Uriarte, 2019; Hurtado & Gastañaga, 2021) have primarily focused on exploring individual writing development through product-centric indicators (i.e., lexical density, sophistication, and diversity). Furthermore, research on Spanish HL speakers’ writing behavior has been limited to HL college students (Schwartz, 2003, 2005; Mikulski & Elola, 2011; Elola & Mikulski, 2013; Torres, 2023). Yet, there is a significant gap concerning second language learners (L2ers), younger HL speakers (Bowles & Torres, 2021), and non-college-educated HL speakers.
The goal of this study is to assess what typing strategies and previous knowledge participants used when typing a dictation task. By integrating stimulated recalls post-dictation task, this study examined monolingually-raised Spanish speakers (n=18), L2ers (n=8), and Spanish HL speakers in college (n=8), high school (n=4), and non-college educated (n=6) from a major university in the Midwest and from Southern California.
Preliminary main findings indicate that L2ers and monolingually-raised speakers relied on metalinguistic strategies, with both referring to classroom-based knowledge. The former focused more on form focused strategies (e.g., placing two vowels to remember it has an accent) while the latter more on meaning (e.g., abbreviations as placeholders). HL speakers focused more on meaning, with strategies drawn from their HL courses such as sounding out the words and focusing more on the context (e.g., skipping lines for different sentences). Younger and non-college educated HL speakers used descriptive based strategies (e.g., lexical chunking).
Bowles, M. A., & Torres, J. (2021). Instructed Heritage Language Acquisition. In S. Montrul & M. Polinsky (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics (1st ed., pp. 826–850). Cambridge University Press. https://doi.org/10.1017/9781108766340.037
Bowles, M. A., & Bello-Uriarte, J. (2019). What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing? In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy (pp. 219–239). New York: Routledge.
Colombi, M. C. (1997). Perfil del discurso escrito: Teoría y práctica. In M. C. Colombi & F. X. Alarcón (Eds.), La enseñanza del español a hispanohablantes: Praxis y teoría (pp. 175–189). Houghton Mifflin.
Elola, I., & Mikulski, A. (2013). Revisions in real time: Spanish heritage language learners’ writing processes in English and Spanish. Foreign Language Annals, 46, 646–660.
Hurtado, I., & Gastañaga, K. (2021). Influence of Writing Instruction on Spanish Heritage Learners in Heritage-Only and Mixed Courses: A Longitudinal Study. Languages, 6(2), 109. https://doi.org/10.3390/languages6020109
Mikulski, A., & Elola, I. (2011). Spanish heritage language learners’ allocation of time to writing processes in English and Spanish. Hispania, 94, 715–733.
Potowski, K. (2021). Elementary School Heritage Language Educational Options and Outcomes. In S. Montrul & M. Polinsky (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics (1st ed., pp. 761–776). Cambridge University Press. https://doi.org/10.1017/9781108766340.034
Potowski, K. and M. Marshall. 2021. The Spanish Proficiency of Latino Dual Immersion Students Compared to Peers in an All English Program: A Pseudo-Longitudinal Study across Multiple Domains. International Symposium on Bilingualism ISB13
Schwartz, A. M. (2003). ¡No me suena! Heritage Spanish speakers’ writing strategies. In A. Roca & M. C. Colombi (Eds.), Mi lengua: Spanish as a heritage language in the United States (pp. 235–256). Georgetown University Press.
Schwartz, A. M. (2005). Exploring differences and similarities in the writing strategies used by students in SNS courses. In L. A. Ortiz López & M. Lacorte (Eds.), Contactos y contextos lingüísticos: El español en los Estados Unidos y en contacto con otras lenguas (pp. 323–333). Lingüística Iberoamericana.
Torres, J. (2023). Exploring working memory and language dominance in heritage bilinguals’ writing processes. Studies in Second Language Acquisition, 45(3), 710–736. https://doi.org/10.1017/S027226312300013X