Patterns of integrating the Seal of Biliteracy into the school context

Bibliographic Data

ID8936980
AuthorsPamela M Wesely (0000-0002-0963-1111, Department of Teaching and Learning University of Iowa Iowa City Iowa USA, corresponding author), Bing Gao (0009-0002-5144-9070, Department of Teaching and Learning University of Iowa Iowa City Iowa USA)
Year2024
Volume57
Issue3
Pages612-633
Publication date2024-04-26
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/flan.12760
OpenAlexW4395683812
LanguageEN
Citations received1
References cited20

The Seal of Biliteracy (SoBL) is a high school graduation credential that recognizes US students in their final year of high school who have demonstrated proficiency in English and at least one other language. SoBL implementation has been shown in many contexts to be governed by local policy arbiters, who interpret the state policy to provide access to the SoBL to students. Additionally, scholars have suggested that the discourse surrounding the SoBL has been permeated with neoliberal logic that prioritizes individual success and economic advantage. This study investigates how these themes play out in the implementation of the SoBL in 16 schools across Iowa, diverse in size, location, and student linguistic profiles. Findings indicate that the implementation of the SoBL was influenced by the local context and local policy arbiters, and how the SoBL, in turn, influenced the arbiters' perspectives and practices related to language learners and language instruction

Context (archaeology · Credential · Geography · Graduation (instrument · Language policy · Mathematics education · Pedagogy · Political science · Seal (emblem · Sociology · State (computer science · Computer Science · Engineering · Global Educational Policies and Reforms · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

Tools

Open DOIOpen Access