The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom
Mastering Written Accent Marks
Bibliographic Data
| ID | 4165331 |
|---|---|
| Authors | Sara Beaudrie (0000-0003-3478-2795, corresponding author), Sara M Beaudrie |
| Year | 2017 |
| Volume | 100 |
| Issue | 4 |
| Pages | 596-611 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | Project MUSE (PUBLISHER • US) |
| DOI | 10.1353/hpn.2017.0101 |
| OpenAlex | W2778599207 |
| Language | EN |
| Citations received | 7 |
| References cited | 7 |
Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived value as a signal of an accomplished writer, few empirical studies have addressed spelling and use of accent marks. To address this gap, the present study evaluated a step-by-step instructional approach focusing on stress identification, which was delivered in three computer-based training sessions. The sessions consisted of listening exercises containing exaggerated and contrastive stress. Additionally, students received an introductory lesson and two explicit explanations of written accent rules with practice activities. Pre- and post-test results show the instruction effectively improved students' stress identification skills and ability to add written accent marks when appropriate. In addition, results find that the most complex aspect of learning accent use is identification of the stressed syllable. Poor spelling ability can affect students' attitudes toward writing, their fluency, and their self-confidence as writers. Therefore, it is important that SHL learners master correct accent placement through effective instructional procedures
Active listening · Fluency · Grammar · Identification (biology) · Linguistics · Literacy · Mathematics education · Pedagogy · Spelling · Stress (linguistics) · Communication · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Interpreting Accent Marks as Hiatus Indicators
Portuguese Grammar Instruction
Understanding the Spelling Errors of Spanish Heritage Language Learners
Phonological Processing of Stress by Native English Speakers Learning Spanish as a Second Language
Spanish heritage speakers’ processing of lexical stress
Developing techniques for the teaching and assessment of writing in the Spanish heritage language classroom through critical pedagogies
Orthographic Processing of Spanish as a Heritage Language in Gibraltar
Bilingualism, Heritage Language Learners, and SLA Research
The Development of Word Stress Processing in French and Spanish Infants
Effects of Spelling Errors on the Perception of Writers
Acentos Sobre Las ies, o Puntos Sobre Las Is
Accent-uating Rules and Relationships
Syllable structure and stress in Spanish
La adquisición del acento ortográfico en la clase de español como segunda lengua
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,88 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |