Prioritization of K–12 World Language Education in the United States: State Requirements for High School Graduation

O'Rourke, P. D.; Qiang, Zexuan; Rottman, Isaac

doi:10.1111/flan.12232

Cited by 15 publications

(16 citation statements)

References 12 publications

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“…In describing the benefits of the Seal, O'Rourke et al. () compared the Seal favorably to state graduation requirements, which they report are usually based on “seat‐time and which are not likely to result in high levels of proficiency” (p. 798). Our research suggests that state Seal policies do not uniformly depart from the “seat‐time” model of determining world language learning outcomes.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…By the end of 2017, 30 states and the District of Columbia had adopted the program. This success is even more impressive when considered alongside the United States’ lackluster support for world language education (O'Rourke, Zhou, & Rottman, ; Pufahl & Rhodes, ) and its history of public resistance to bilingual education (Baker & Wright, ). Widespread support for the Seal appears to suggest growing interest in language learning and bi‐/multilingualism, a prospect that has excited many language educators and researchers (e.g., Egnatz, ; Moeller & Abbott, ; Wiley & García, ).…”

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confidence: 99%

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Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Subtirelu

Borowczyk

Hernández

et al. 2019

The Modern Language Journal

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The Seal of Biliteracy is as an initiative to incentivize and credentialize bi‐/multilingualism in K–12 education in the United States. While it has been widely celebrated as a positive development in U.S. educational language policy, it is important to consider to what extent marginalized students benefit from this initiative. This critical policy analysis explores possible inequities in the way that the Seal has been promoted, enacted in policy, and implemented in schools, focused primarily on California. Three findings are reported. First, advocates and policy makers have constructed the purpose of the Seal as primarily aimed at promoting foreign or world language education, raising questions about the degree to which the recognition of language‐minoritized students’ linguistic repertoires is a focus. Second, the policy requirements for demonstrating biliteracy advantage students, especially native English‐speaking students, who are studying a foreign or world language as part of their school's curriculum. Third, schools with high percentages of students of color and students from low‐income families are less likely to participate in the program, suggesting that students privileged along lines of race and class have greater access to the program. This article concludes by suggesting improvements in policy and directions for future research that might contribute to addressing these inequities.

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Section: Findings and Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Subtirelu

Borowczyk

Hernández

et al. 2019

The Modern Language Journal

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“…In addition, making students and their parents aware of the award early in students' schooling constitutes another significant challenge. Because most colleges require only 2 years of high school world language study (O'Rourke et al, 2016) some students may not enroll in world language courses until 10th or 11th grade. With such a late start, it is highly unlikely that they will develop sufficient proficiency to earn the SoBL (Avant Assessment, 2016;Davin, Rempert, & Hammerand, 2014;Fall, Adair-Hauck, & Glisan, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…In most states, the SoBL represents the first legislative initiative to promote world language education in schools and address English‐only policies in states such as Arizona, California, and Massachusetts—policies that prohibited home language support for ELs (Farruggio, ; Gort, de Jong, & Cobb, ; Heineke, ). In a country where 42 of the 50 states have no world language high school graduation requirement (O'Rourke, Zhou, & Rottman, ), the SoBL holds promise for promoting multilingualism across the country. However, because implementing the SoBL is largely voluntary and unfunded, participation by districts and schools is largely optional in all states except Hawaii and requires that districts or schools allocate time and resources, typically without external financial support (Burnet, ), for its implementation.…”

Section: Introductionmentioning

confidence: 99%

The Seal of Biliteracy: Successes and challenges to implementation

Davin

Heineke

Egnatz

2018

Foreign Language Annals

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The present study examined the perspectives of language administrators and teachers regarding Seal of Biliteracy (SoBL) implementation. Utilizing three school districts in Illinois as case studies, this study investigated the ways in which the SoBL was implemented in each district, offering insight into what worked well in each unique school context as well as the challenges that stakeholders encountered while putting the policy into practice. This mixed‐methods study employed a concurrent triangulation design, where quantitative and qualitative data were collected concurrently, analyzed separately, and combined to confirm and cross‐validate findings. Data sources included teacher surveys, interviews of world language administrators and teachers, and artifacts. The two most prominent themes that emerged from the research question regarding the successes of the SoBL were the change to instruction and assessment and increased world language retention and enrollment. The two most prominent themes regarding the challenges of implementation were the lack of extended sequences of study and the challenge of disseminating information about the award. The hope is that insights from these three districts will inform and ease implementation for others wishing to put this policy into practice.

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“…The Seal of Biliteracy is a national program that not only honors students who are biliterate, but also encourages students to become biliterate (Edwards, Ander, & Herda, 2015). In 2011, California educators showed support for ELs by becoming the first state in the nation to adopt this recognition for bilingual students (O'Rourke, Zhou, & Rottman, 2016). This has been a significant step in the process of academically supporting ELs attending California public schools.…”

Section: Challenges California Educators Face As They Support Elsmentioning

confidence: 99%

Exploring the Role of Mentor Teaching, Through a Co-Teaching Model, in Secondary Teachers’ Beliefs, Practices, and Self-Efficacy Toward English Learners

Flora¹

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This dissertation presents the findings of an exploratory, multiple-case study in which eight public secondary school teachers engaged in a professional development (PD) program centered on improving teacher instruction for English learners (ELs). The participants worked as co-teachers with teacher credential candidates, serving as both mentors and collaborators in professional development. The PD program focused on improving participants' instructional practices with ELs as a way to support the high numbers of ELs enrolled in California public schools. The PD included cycles of inquiry, collaborative dialogue within a professional learning community, working with a university consultant, ongoing reflection, and collaborating with a teacher candidate as a way to improve their own teaching practices. This study explores changes in mentor teachers' beliefs, practices and self-efficacy toward working with ELs over the course of a seven-month professional development project. This research was viewed through the framework of Mezirow's Transformative Learning Theory. Findings suggest that all participants entered the PD experience with positive beliefs toward the academic capabilities of ELs and the desire to improve their own instructional practices. Data from this research reflects the need for PD programs to include differentiated, or individualized, activities that help to reach the professional growth needs of participants who are in various stages of transformative learning. v ACKNOWLEDGEMENTS My favorite movie character, Marty McFly, from my favorite childhood movie, Back to the Future, once said, "If you put your mind to it, you can accomplish anything." This idea was one that I have always found to be true throughout various points in my life. Never has this idea been truer than with the process of writing this dissertation. There are multiple people that must be acknowledged and thanked for being sources of strength, encouragement, inspiration, and/or support for my learning efforts. The first person that I must thank is my wife, Dr. Elissa Cruz: Your love and support during my journey throughout graduate school helped to carry me through, especially during the toughest times. To my daughters, Jessalyn, Kalliana, and Mariella: You girls were my source of inspiration. Thank you for giving me your unconditional love, even during the times when I had to work late or spend the weekend writing. I enjoyed taking breaks from school and work to attend softball games, coach soccer practice, attend dance recitals, participate in art classes, and help out with various school events. Being your dad continues to be the greatest privilege of my life. I look forward to supporting your life goals and helping you all to pursue your dreams. You three make your mom and I happy and proud every day. To my father-in-law and mother-in-law, John and Emma Cruz: I cannot count the number of times that you both cooked for our family and took care of the kids while I was in class, finishing a class assignment, or working on my research...

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Prioritization of K–12 World Language Education in the United States: State Requirements for High School Graduation

Cited by 15 publications

References 12 publications

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

The Seal of Biliteracy: Successes and challenges to implementation

Exploring the Role of Mentor Teaching, Through a Co-Teaching Model, in Secondary Teachers’ Beliefs, Practices, and Self-Efficacy Toward English Learners

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