Default Grapheme and Language Transfer in the Spelling of /s/ in Spanish Heritage Language Learners

Abstract

Abstract This study investigates the spelling proficiency of Spanish heritage language learners (SHLLs) in the Spanish phoneme-grapheme correspondence that has been identified as the source of the greatest number of spelling errors: /s/ → s, c, z. Using a naturalistic corpus, this study aims to ascertain whether (1) s is SHLL’s default grapheme in the representation of /s/; (2) cognate status is a facilitative factor in spelling; and (3) previous Spanish language instruction affects individual performance in the spelling of /s/. The results show that the preference for s is mediated by difficulties with the c/z alternation and poor spelling in z words. In addition, cognate status was shown to have a facilitative effect in the three relevant graphemes. Finally, the results indicate that one or more years of previous language instruction in secondary school make a statistically significant difference, but that additional Spanish instruction beyond two years did not bring corresponding gains. The results of this study contribute to the scarce literature in Spanish spelling in this population and have pedagogical implications for orthographic patterns that merit particular instructional focus, as well as for strategies that take full advantage of cognates (including semi-cognates and false cognates) in spelling instruction.