Article

Placement Testing as a Sociocultural Act: Rethinking Assessment for Heritage Language Learners in the Canadian Context

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Abstract

Heritage language (HL) development is crucial for shaping learners' identities, fostering community engagement, and supporting intellectual growth. In Canada, Spanish continues to grow as a commonly spoken language, and universities are increasingly serving Spanish heritage language learners (SHLLs) whose linguistic abilities differ from second language (L2) learners. However, placement assessments used in postsecondary programs are often based on L2 models that assess formal literacy and explicit grammar, which may overlook SHLLs’ oral fluency, emerging metalinguistic awareness, and lived experiences. This study presents a qualitative critical narrative review of HL education research in the United States (US) and a descriptive scan of 53 Canadian undergraduate programs to identify practices that support inclusive SHLL assessment. Based on Critical Language Awareness (Fairclough, 1992; Pennycook, 1988, 2001, 2007) and Raciolinguistic perspectives (Flores & Rosa, 2017; Rosa, 2019), the review frames placement as a sociocultural practice shaped by ideologies of language, identity, and legitimacy. Findings reveal that L2-oriented assessments often misalign with SHLLs’ linguistic profiles, highlighting the need for multifaceted, context-sensitive placement tools and procedures. The study concludes with actionable recommendations for Canadian higher education, including heritage-informed assessment instruments, faculty training, and collaboration with indigenous communities to promote equitable language learning opportunities.

Keywords: Spanish, Heritage Language Learners, Placement Testing, Higher education, Inclusive

How to Cite:

Osuman, F., (2026) “Placement Testing as a Sociocultural Act: Rethinking Assessment for Heritage Language Learners in the Canadian Context”, Practical Assessment, Research, and Evaluation 31(1): 7. doi: https://doi.org/10.7275/pare.2929