Implementing the Seal of Biliteracy: A Multiple Case Study of Six High-Awarding Districts

Autor/inn/en	Heineke, Amy J.; Davin, Kristin J.
Titel	Implementing the Seal of Biliteracy: A Multiple Case Study of Six High-Awarding Districts
Quelle	In: Modern Language Journal, 105 (2021) 2, S.395-411 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heineke, Amy J.) ORCID (Davin, Kristin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12708
Schlagwörter	Literacy; Bilingualism; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Program Implementation; School Districts; Awards; Case Studies; Native Language; Heritage Education; Language Tests; Financial Support; State Policy; Equal Education; Educational Practices; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; School district; Schulbezirk; Award; Auszeichnung; Case study; Fallstudie; Case Study; Language test; Sprachtest; Finanzielle Förderung; Bildungspraxis
Abstract	The Seal of Biliteracy (SoBL) is a language policy that has gained traction across the United States as stakeholders seek to recognize students' competencies in languages other than English. Despite its potential to enhance language proficiency and encourage participation in language education, the SoBL has been unevenly implemented, with resulting inequities in whose bilingualism is recognized. With this study, we seek to understand implementational efforts in districts with established award programs that recognize large quantities of students. To reflect the national scope of the initiative, this multiple case study explores SoBL implementation in 6 districts spanning 5 states. Findings indicate that these high-awarding districts prioritize students' home and heritage languages, as well as maintain flexibility and funding for language assessments; involve multiple stakeholders inside and outside of schools; and utilize related state policies to promote SoBL efforts. The study offers implications to enhance equity in SoBL policy, practice, and research. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01