College‐level placement for heritage language learners

• Published in: Foreign language annals Vol. 54; no. 3; pp. 690 - 713
• Main Author: Ji, Jingjing
• Format: Journal Article
• Language: English
• Published: Alexandria Wiley 01.10.2021; American Council on the Teaching of Foreign Languages
• Subjects: Accuracy; Advisors; college; College Students; Content analysis; Definitions; Design; Heritage Education; Heritage language; heritage language learners; Higher education; Individualized Instruction; Language; Language Proficiency; Learning; Linguistics; Placement; Placement Tests; Program Design; Program Implementation; Second language instruction; Second Language Learning; Student Placement; Students; United States > US
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12523

The accuracy of placement results undoubtedly affects students' subsequent learning achievements in language programs. Although there has been a growing body of studies in the field of heritage language (HL) education, research on HL placement remains scarce, and little is known about the most appropriate and effective ways to place heritage language learners (HLLs). This article synthesizes and qualitatively analyzes the types of common practices and principles that college‐level language programs in the United States have adopted to place HLLs. A total of 752 peer‐reviewed journal articles published from 2000 to 2019 were retrieved from three databases, and 16 articles were included for the final content analysis. Three recurring themes, (1) the definitions of HLLs, (2) HL placement methods focusing on biographical questionnaires and locally designed placement tests, and (3) logistics, are identified in the review. This article discusses the current knowledge in these three areas and unpacks the implications for future HL placement design and implementation. The Challenge It is challenging to place heritage language (HL) learners in the most appropriate course for their level. However, how much do we know about how to place them? What valid items should be included in the biographical questionnaires? How should we design placement tests for them? The article provides a review of what is currently known about these aspects and unpacks implications for college‐level HL placement design.