The Seal of Biliteracy: Adding Students' Voices to the Conversation

Autor/inn/en	Davin, Kristin J.; Heineke, Amy J.
Titel	The Seal of Biliteracy: Adding Students' Voices to the Conversation
Quelle	In: Bilingual Research Journal, 41 (2018) 3, S.312-328 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davin, Kristin J.) ORCID (Heineke, Amy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1481896
Schlagwörter	Bilingualism; Literacy; Bilingual Students; High School Students; Grade 12; Recognition (Achievement); Student Attitudes; Educational Benefits; Barriers; Employment Potential; Postsecondary Education; Self Esteem; Awards; Language Tests; Illinois + Suchen Sie Ihr Suchwort? Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Soziale Anerkennung; Schülerverhalten; Bildungsertrag; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Post-secondary education; Tertiäre Bildung; Self-esteem; Selbstaufmerksamkeit; Award; Auszeichnung; Language test; Sprachtest
Abstract	The Seal of Biliteracy (SoBL) is a policy that recognizes biliterate high school graduates with an emblem placed on their diploma or transcript signifying proficiency in two or more languages. The present study focused on 12th grade students' perceptions of the SoBL to investigate the questions: How do students perceive bilingualism and biliteracy? What do students perceive as benefits of the SoBL? What do students perceive as barriers to greater attainment of the SoBL? Implications focus on how to expand access to the SoBL to both English-dominant and linguistically diverse students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01