TY - JOUR
T1 - Peer review among students of Spanish as a heritage language
T2 - The effectiveness of a metalinguistic literacy task
AU - Jegerski, Jill
AU - Ponti, Estefanía
N1 - Funding Information:
This research was supported in part by the CUNY Writing Across the Curriculum program at the College of Staten Island, including a fellowship to EP. We are especially grateful to Hildegard Hoeller for coordinating the WAC program and for her invaluable support and guidance throughout the planning and execution of this project. Finally, the student participants at the heart of this study deserve recognition and thanks for generously and enthusiastically contributing their coursework and feedback, which were the most important contributions of all.
PY - 2014/6
Y1 - 2014/6
N2 - This empirical study examined the effectiveness of peer review with heritage speakers of Spanish and sought to determine what considerations should be taken into account when applying the peer review method with heritage student populations. Sixteen college-level students participated in a guided peer review and completed a post-activity questionnaire. Analysis of the peer review feedback, quantitative and qualitative analyses of the questionnaire responses, and an analysis of the textual characteristics of three essay drafts suggest that peer review can indeed be a valuable writing exercise for heritage language students. Specifically, the overall response was positive, there was evidence of student reflection on writing, and there were indications of independent vocabulary learning. Participants were able to provide mostly accurate feedback (87% overall), even on writing issues related to language use, though they did appear to be somewhat limited in their ability to identify informal language contact phenomena in their peers' essays.
AB - This empirical study examined the effectiveness of peer review with heritage speakers of Spanish and sought to determine what considerations should be taken into account when applying the peer review method with heritage student populations. Sixteen college-level students participated in a guided peer review and completed a post-activity questionnaire. Analysis of the peer review feedback, quantitative and qualitative analyses of the questionnaire responses, and an analysis of the textual characteristics of three essay drafts suggest that peer review can indeed be a valuable writing exercise for heritage language students. Specifically, the overall response was positive, there was evidence of student reflection on writing, and there were indications of independent vocabulary learning. Participants were able to provide mostly accurate feedback (87% overall), even on writing issues related to language use, though they did appear to be somewhat limited in their ability to identify informal language contact phenomena in their peers' essays.
KW - Heritage language
KW - Heritage language instruction
KW - Heritage language writing
KW - Peer review
KW - Spanish
UR - http://www.scopus.com/inward/record.url?scp=84898963982&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84898963982&partnerID=8YFLogxK
U2 - 10.1016/j.linged.2014.03.002
DO - 10.1016/j.linged.2014.03.002
M3 - Article
AN - SCOPUS:84898963982
SN - 0898-5898
VL - 26
SP - 70
EP - 82
JO - Linguistics and Education
JF - Linguistics and Education
IS - 1
ER -