To Seal or Not to Seal? The Seal of Biliteracy: A Review of Literature, Access, and the Massachusetts Context
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| Title: | To Seal or Not to Seal? The Seal of Biliteracy: A Review of Literature, Access, and the Massachusetts Context |
|---|---|
| Language: | English |
| Authors: | Emily W. Loughlin |
| Source: | NECTFL Review. 2025 (95):69-88. |
| Availability: | Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Bilingualism, High School Seniors, Awards, Public Schools, Language Proficiency, Program Implementation, Program Attitudes, Equal Education, Educational Improvement |
| Geographic Terms: | Massachusetts |
| ISSN: | 2164-5965 |
| Abstract: | Bilingual education has been a political topic in the U.S. for years but lacks concrete legislation about compulsory learning to promote biliteracy and bilingualism. The Seal of Biliteracy (SoBL) is an optional award for public high school seniors demonstrating mastery in English and an additional language. Many changes must be made to ensure that all schools are able to offer this award to graduating seniors. Schools lacking programming must develop sequential language courses to meet SoBL requirements, involving specialized teacher education and curriculum adjustments, which require approval. Early recruitment of students ensures continued language study through graduation. However, challenges remain related to assessments and assessors as well as funds for test-taking and administrative tasks. This literature review, originally part of a dissertation study explains what the SoBL is, the importance of earning and offering it, as well as the benefits for college and career readiness for students. Included are perspectives from students and administrators, both positive and negative, about earning the SoBL and how, if it all, it can affect a student's future. Ultimately, while the SoBL can promote multilingualism and linguistic pride, its successful implementation demands strategic planning, resource allocation, and broad stakeholder involvement. [Note: The page range (69-87) shown on the front page of the PDF is incorrect. The correct page range is 69-88.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486723 |
| Database: | ERIC |
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