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Click on one of the areas below to read an example scenario from that context.

Mr. Ngo develops curriculum and coordinates assessments for a K-5 community-based heritage language program for Vietnamese speakers. Some of the students in the program speak Vietnamese at home with their parents, and others are third generation speakers whose parents enrolled them in the program so that they could learn more about their culture. Mr. Ngo wants the assessment material to be relevant and appropriate for everyone.

Based on this information, what heritage language learner characteristics should Mr. Ngo consider in this situation? What implications might this situation have for assessment?
 

After considering your own responses, click here to view the sample responses.

Dr. Reyes teaches Tagalog to second language learners and heritage language learners in mixed classrooms at a large public university. The university wants Dr. Reyes to administer an end-of-year assessment as a part of the department’s review of student learning outcomes. He needs the assessment results to demonstrate his students’ progress but is skeptical about finding a test appropriate for both types of students in his classes.

Based on this information, what heritage language learner characteristics should Dr. Reyes consider in this situation? What implications might this situation have for assessment?

 

After considering your own responses, click here to view the sample responses. 

 

Clare teaches French as a heritage language at the high school level. Although her class is specifically designed for heritage language learners, the school only provides traditional world language tests for monitoring students’ progress throughout the year. Clare would like to determine if these assessments meet her students’ needs.

Based on this information, what heritage language learner characteristics should Clare consider in this situation? What implications might this situation have for assessment? 

After considering your own responses, click here to view the sample responses. 

Jinhai teaches Mandarin in an elementary dual language immersion program. His students come from a variety of regions and communities in which Mandarin is spoken. Jinhai would like to administer a summative assessment at the end of the year, but he needs to make sure that the test he selects is appropriate for all of his students.

Based on this information, what heritage language learner characteristics should Jinhai consider in this situation? What implications might this situation have for assessment?

 

After considering your own responses, click here to view the sample responses. 

 

The above example learning scenarios cover a variety of assessment situations in which educators must think about the linguistic and cultural considerations of HL students. Click on one of the boxes to read about and respond to these situations.