The Seal of Biliteracy
Case Studies and Considerations for Policy Implementation
A volume in the series: Contemporary Language Education. Editor(s): Terry Osborn, University of South Florida.
This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States.
This book is organized into four sections: (1) introduction to the SoBL, including history of the policy initiative and national trends in policy design and implementation, (2) case studies of macro-level policy implementation, including a diverse array of contexts across the country that have approached the SoBL in unique ways (e.g., legislation v. educational code, prioritizing world v. home languages), (3) case studies of micro-level implementation, including schools and districts that award the SoBL to diverse student populations through various language programs (e.g., English-dominant v. linguistically diverse; world language v. dual-language programs), and (4) conclusions and future directions, including actionable next steps for policy makers, administrators, educators, and researchers.
Members of various professional organizations will benefit from this text, including the National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), as well as participants in local affiliates for bilingual, English as a second language (ESL), and world language education.
Preface. Acknowledgments. PART I: INTRODUCTION. The Seal of Biliteracy Across the United States: Considerations for Policy Implementation, Kristin J. Davin. The History of the Movement: Enacting the State Seal of Biliteracy in the State of California, Laurie Olsen. Language Policy in Practice: Implementing the Seal of Biliteracy in State and Local Contexts, Amy J. Heineke. PART II: STATE CASE STUDIES. The New Ecology of Biliteracy in California: A Study of the Early Implementation of the Seal of Biliteracy, Tanya M. DeLeon and Magaly Lavadenz. An Innovative Approach to the Seal of Biliteracy in Minnesota, Cornelia V. Okraski, Charlotte R. Hancock, and Kristin J. Davin. A Collaborative Model for Seal of Biliteracy Implementation: The Massachusetts Pilot Project, Nicole L. Sherf, Phyllis R. Hardy, and Helen S. Solórzano. PART III: SCHOOL AND DISTRICT CASE STUDIES. Signed, Sealed, Delivered: District-Level Adoption of the Washington State Seal of Biliteracy, Marta Mikkelsen Burnet. Validating the Linguistic Strengths of English Learners: Los Angeles Unified School District’s Implementation of the Seal of Biliteracy, Alma Castro. School-Level Implementation of the Seal of Biliteracy: One Linguistically Diverse Suburban Illinois High School’s Journey, Justin K. Fisk. PART IV: REFLECTIONS AND CONCLUSIONS. Raciolinguistic Ideology, the Seal of Biliteracy, and the Politics of Language Education, Nicholas Close Subtirelu. The Future of the Seal of Biliteracy: Issues of Equity and Inclusion, Guadalupe Valdés. List of Contributors.
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