The Seal of Biliteracy (SoBL) is an award granted by a school, district, organization or state in the United States of America, "In recognition of students who have studied and attained proficiency in two or more languages by high school graduation".[2][3][4] The SoBL is meant to encourage students towards biliteracy in their first language and in a second language. In the United States, one of the two languages must be English (with the exception of Hawaii, where English or Hawaiian is required). It originated in California in 2008 and was formally adopted by the state in 2011. Thirty-nine States and the District of Columbia now offer a State Seal of Biliteracy. For adults, university students or students in schools unable to participate in a state program, the Global Seal of Biliteracy offers a Seal of Biliteracy language credential.[5]
| Seal of Biliteracy | |
|---|---|
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| Awarded for | Knowledge of two languages by high school graduation.[1] |
| Country | United States |
| First awarded | 2011 |
| Website | sealofbiliteracy |
About
editThe Seal of Biliteracy is an award given by a school, school district or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. The Seal of Biliteracy takes the form of a seal that appears on the transcript or diploma of the graduating senior and is a statement of accomplishment for future employers and for college admissions. In addition to the Seal of Biliteracy that marks attainment of high level mastery of two or more languages, schools and districts are also instituting Bilingual Pathway Awards, recognizing significant steps towards developing biliteracy along a student's trajectory from preschool into high school. [6][7] Candidates for the SoBL can be bilingual in any two languages[Contradicts the lead paragraph], which includes American Sign Language, and should have proficiency in all language domains such as listening, speaking, reading and writing.[2] Scholars such as Kristin J. Davin and Amy J. Heineke have stated that the program's benefits are stronger efforts for academic success, bilingualism, and official recognition for their efforts.
In the United States, biliteracy has not always been the method of teaching English to English Language Learners (ELLs). In the past ELLs learned through the Sink or Swim method of total English immersion education, not having culturally relevant testing questions, or equitable assessment in schools.[8] The intent behind the SoBL is that it will "offer a promising policy solution to increase biliteracy among K–12 students, both as a means to promote the maintenance of students' home languages and encourage native English speakers to study additional languages" and make them "attractive to future employers".[9][2]
History and eligibility
editThe SoBL was first developed in California in 2008 by Californians Together and was implemented in 2010 along with Velázquez Press. In 2011, legislation creating a California State Seal of Biliteracy was passed.[2][10] Since then, it has been adopted by multiple states, and each state has established its own award criteria.[11] It is only awarded to students in the public school system; students in private schools are generally not eligible.[12] The Global Seal of Biliteracy, which was founded in 2018 by Avant Assessment, fills the gaps by offering a language credential to anyone who meets the award criteria. The SoBL has been adopted into legislature in multiple states and the District of Columbia,[13] however elements defined as barriers to success by students include a lack of awareness of the Seal and the assessment exams needed to obtain the Seal.[14] Many students expressed[clarification needed] a lack of awareness and preparedness until their senior year of high school, and this made them ineligible for the seal.[14] Research suggests that successful programs implement benchmark testing and provide Seal of Biliteracy program information on school websites.[15]
Areas and date of adoption
edit| Year adopted | States | Notes |
|---|---|---|
| 2011 | California | Originally created in 2008 |
| 2013 | Illinois, Texas, New York | |
| 2014 | New Mexico, Washington, Louisiana, Minnesota, District of Columbia | |
| 2015 | North Carolina, Indiana, Virginia, Nevada, Hawaii, Wisconsin, Utah | |
| 2016 | New Jersey, Oregon, Maryland, Florida, Georgia, Kansas, Arizona, Rhode Island | |
| 2017 | Colorado, Ohio, Missouri, Delaware, Connecticut, Massachusetts | |
| 2018 | Arkansas, Iowa, Michigan, Tennessee, South Carolina, Maine | |
| 2019 | North Dakota, Mississippi[16] | |
| 2020 | Nebraska, Idaho |
References
edit- ^ "Seal of Biliteracy". Seal of Biliteracy. Archived from the original on 6 March 2019. Retrieved 6 March 2019.
- ^ a b c d "The Seal of Biliteracy". The Seal of Biliteracy. Archived from the original on 2018-11-27. Retrieved 2018-11-26.
- ^ Sanchez, Isabella (June 7, 2017). "A new marker of success at graduation: The seal of biliteracy". The Washington Post. Archived from the original on September 15, 2019.
- ^ Garcia, Eugene E.; Ozturk, Mehmet (2017-12-15). An Asset-Based Approach to Latino Education in the United States: Understanding Gaps and Advances. Routledge. p. 126. ISBN 9781134835898.
- ^ https://theglobalseal.com/
- ^ "The Seal of Biliteracy". Lead with Languages. Alexandria, Virginia, USA: American Council on the Teaching of Foreign Languages. Archived from the original on 2018-11-27. Retrieved 2018-11-26.
- ^ Sanchez, Isabella (June 4, 2015). "What the Seal of Biliteracy Can Do for English Language Learners". Washington, DC: New America. Archived from the original on 2018-11-27. Retrieved 2018-11-26.
- ^ Bybee, Eric Ruiz; Henderson, Kathryn I.; Hinojosa, Roel V. (20 November 2014). "An overview of US bilingual education: Historical roots, legal battles, and recent trends". Texas Education Review. 2 (2): 138–146. hdl:1877/3528.
- ^ Davin, Kristin J.; Heineke, Amy J. (29 June 2018). "The Seal of Biliteracy: Adding students' voices to the conversation". Bilingual Research Journal. 41 (3). Informa: 312–328. doi:10.1080/15235882.2018.1481896. ISSN 1523-5882.
- ^ Takanishi, Ruby; Le Menestrel, Suzanne, eds. (25 August 2017). Promoting the educational success of children and youth learning English: Promising futures. Washington, D.C.: National Academies Press. p. 44. doi:10.17226/24677. ISBN 978-0-309-45537-4.
- ^ https://theglobalseal.com/state-resources
- ^ Fajardo, Elena (2018). "State Seal of Biliteracy FAQs". California Department of Education. Archived from the original on 2018-03-10.
- ^ Callahan, Rebecca M.; Gándara, Patricia C. (2014-10-03). The Bilingual Advantage: Language, Literacy and the US Labor Market. Multilingual Matters. ISBN 9781783092444.
- ^ a b Davin, Kristin J.; Egnatz, Linda L.; Heineke, Amy, Seal of Biliteracy Implementation: Benefits & Challenges (PDF), Long Beach, California, USA: Californians Together, archived (PDF) from the original on 2018-11-27
- ^ Egnatz, Linda L. (9 September 2019). "10 Ways to Maxamize a Seal of Biliteracy Prorgam". Frankfort, IL, USA: Global Seal of Biliteracy LLC.
- ^ Davin, Kristin J.; Heineke, Amy J. (28 July 2017). "The Seal of Biliteracy: Variations in policy and outcomes". Foreign Language Annals. 50 (3). Wiley: 486–499. doi:10.1111/flan.12279. ISSN 0015-718X.
Further reading
edit- Castro Santana, Alma Carina (2014). Herencia y legado: Validating the linguistic strengths of English language learners via the LAUSD Seal of Biliteracy Awards Program (Doctoral dissertation). California State University, Long Beach – via ProQuest.
- Heineke, Amy; Davin, Kristin; Bedford, Amy (2018-08-06). "The Seal of Biliteracy: Considering Equity and Access for English Learners". Education Policy Analysis Archives. 26 (99): 99. doi:10.14507/epaa.26.3825. ISSN 1068-2341.