The Seal of Biliteracy: Variations in Policy and Outcomes

Kristin J. Davin ^[1] ; Amy J. Heineke ^[2]
1. [1] University of North Carolina at Charlotte
  
  University of North Carolina at Charlotte
  
  Estados Unidos
2. [2] Loyola University Chicago
Localización: Foreign language annals, ISSN 0015-718X, Vol. 50, Nº. 3, 2017, págs. 486-499
Idioma: inglés
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Resumen
- he Seal of Biliteracy is an award that recognizes students who have demonstrated proficiency in English and one or more other world languages. In participating school districts in states that have adopted the Seal of Biliteracy, students who demonstrate proficiency in both English and a world language are eligible to earn a seal that is affixed to their high school diploma or transcript. With scant research conducted to date on the Seal of Biliteracy, this study aimed to understand the variation in policies across participating states. Documentation and interview data were collected and analyzed from each state offering the Seal of Biliteracy. Findings revealed that substantial variation existed across states regarding minimum required levels of proficiency, world language proficiency requirements, and English language proficiency requirements. These variations in policy influenced the types of schools offering the award and the percentage of students earning it. This article offers implications for those in the process of policy adoption or revision and for those who are interested in researching efforts to increase equity and access to the Seal of Biliteracy.