Co-authored paper presented at the American Association of Teachers of Spanish & Portuguese (AATSP) Annual Conference, Atlanta, Georgia. [PDF]

This study explores beliefs about second language (L2) writing assessments in basic Spanish language programs at three US universities, focusing on both instructors and students. Using an online Likert-scale and ranked-choice questionnaire, the results show that while there is some misalignment in perceptions of the purpose of L2 writing assignments, both groups broadly agree on using a writing-to-learn approach to develop specific and general linguistic skills. These findings highlight key areas of overlap and divergence in stakeholder perspectives on L2 writing assessments in language programs.