Comparing the self-perceptions and efficacy of Spanish heritage language learners as authors: In search of an effective writing process

Abstract

Within the context of the United States of America, heritage language learners (HLLS) are defined as individuals that develop a minority language at home, in this case Spanish, before English, through early exposure (Valdes, 2001). Their academic instruction, however, takes place mainly, if not exclusively, in the mainstream language: English. The present study surveys the self-perception of twelve Spanish HLLS in regard to performance (i.e., strategies) and attributes (i.e., efficacy) as writers, aiming to determine whether these views match their realities. To this end, subjects engaged in a three-stage process, namely completing a questionnaire pertaining to linguistic background and writing strategies, composing an argumentative essay, and engaging in a posthoc interview. Results suggest that the self-perceptions of participants commonly mismatched their realities; subjects often approached the writing process in a way differing from the one originally stated. Additionally, some strategies within specific writing stages — for example, focusing on content while revising vs. outlining while planning — seemingly contribute to the crafting of more effective texts. Findings contribute knowledge and practical advice to facilitate the development of efficient writing strategies, ultimately empowering HLLS as authors.