A comparative case study: Administrators' and students' perceptions of the Seal of Biliteracy

Abstract

The Challenge Seal of Biliteracy (SoBL) implementation varies greatly and is shaped by the individuals involved. What do administrators see as the value of the SoBL? How do administrators' perceptions converge or diverge with the perceptions of linguistically diverse students? These questions illuminate how to maximize the potential of the SoBL.

Bringing the state seal of biliteracy to higher education: A case for expansion

“…Data from the student survey also documented how students in this SoBL program developed greater pride in their Hispanic heritage through recognition of their bilingual assets, and aligned with emerging research (Castro, 2020; Hancock & Davin, 2020). One student commented, “The class impacted my identity as a Spanish speaker in a positive way.…”

“…This inconsistency existed despite clear assessment standards linked to ACTFL guidelines and direct guidance from the State Department of Education and indicated need for greater collaboration and understanding of the state SoBL. The need for improved transfer and recognition of state SoBLs has been a regular concern in the research (Borowczyk, 2020; Davin & Heineke, 2017), and the importance for students to earn college credits related to the state SoBL has been documented (Hancock & Davin, 2020). These examples highlight areas of future work for this state.…”

“…Research has affirmed the need for greater access to the SoBL for first‐generation and diverse college students (Hancock & Davin, 2020). And although SoBL certification has grown in the high school environment, the number of students receiving the credential has remained a very small percentage of students nationwide (Schwedhelm & King, 2020).…”

“…Although academic benefits have often been reported as an advantage by students participating in SoBL programs (Black et al, 2020; Castro, 2020; Colomer & Chang‐Bacon, 2020), academic recognition has not been uniformly practiced, and proficiency assessments have posed challenges (Heineke & Davin, 2020). Recent literature documented the need for greater consistency in academic standards and implementation of policies related to SoBL programs (Davin & Heineke, 2017; Hancock & Davin, 2020). Davin and Heineke (2018) noted substantial variation in policy related to both language proficiency levels and assessment methods across SoBL programs.…”

“…Despite the challenges presented in SoBL programs, research has documented the positive influence that attainment of the credential has on the long‐term academic and career goals of linguistically diverse students (Castro, 2020). Focus groups conducted with students who obtained a state SoBL consistently revealed that students perceived that the credential gave them greater academic and workplace opportunities (Colomer & Chang‐Bacon, 2020; Hancock & Davin, 2020). For example, students engaged in SoBL programs reported greater confidence and self‐efficacy and were more likely to continue academic language studies (Borowczyk, 2020; Davin et al, 2018).…”