Writing Proficiency Development of Spanish Heritage Language Learners: Does Starting Proficiency Matter?

Abstract This study investigates to what extent heritage language learners’ ( HLL ) functional writing proficiency can increase after one semester of instruction. The study assessed 134 Spanish HLL s enrolled in a post-secondary heritage language course at the start and end of one semester, with a standardized measure following protocols of the American Council on the Teaching of Foreign Languages ( ACTFL ) Writing Proficiency Test ( WPT ) and Guidelines. Statistically significant results of contingency table analyses indicate that (1) HLL s can make gains in proficiency after one semester of instruction, but that not many do, and (2) a gain is more likely the lower the starting proficiency level of the writer. These results offer a tentative baseline for understanding the development of functional writing proficiency in Spanish HLL s. Implications for instruction are also discussed, including the advantages of placing learners by proficiency.