The Seal of Biliteracy in Higher Education

Harnessing Students' Cultural and Linguistic Strengths at Colleges and Universities
1. Auflage 2024
ISBN: 978-1-032-66715-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 178 Seiten, Format (B × H): 253 mm x 178 mm, Gewicht: 344 g

This book brings together the work of those implementing, using, or researching the Seal of Biliteracy (SoBL) in higher education contexts. Book chapters detail how various institutions of higher education (IHEs) are leveraging their state’s SoBL policy and/or the Global SoBL to promote biliteracy within and across communities.

In all 50 United States, high school graduates can earn a state SoBL, which is noted on the high school transcript to certify the ability to read, write, speak, and listen in more than one language. An increasing number of IHEs recognize the SoBL, and evidence suggests that such policies can serve as a recruitment tool, boost enrollment in modern language departments, and facilitate placement into modern language coursework. This book provides examples of how IHEs can implement the state SoBL, the Global SoBL, or their own recognition to recognize students’ multilingualism, boost enrollment, enhance practice, and nurture biliteracy in their communities. The research-based examples in each chapter provide robust examples of how IHEs can leverage the SoBL to increase equity and access to higher education for multilingual students.

This book targets educators, leaders, policymakers, and researchers interested in collaborating to enhance multilingualism in their communities. Whether working in K-12 schools or IHEs, readers can learn about potential avenues to expand pipelines, partnerships, and possibilities for learners to earn and benefit from a SoBL.

Zielgruppe

Postgraduate and Undergraduate Advanced

Autoren/Hrsg.

Heineke, Amy J.

Davin, Kristin J.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Contents

List of contributors

Part I: Introduction

1. Origins and purposes of the Seal of Biliteracy
Kristin J. Davin

2. Global Seal of Biliteracy programs in higher education and adult education settings
Nick Gossett

Part II: Recognizing Students’ Biliteracy in Higher Education

3. A creative and collaborative approach to introducing the Seal of Biliteracy in higher education: Case study and survey findings in Washington state
Michele Anciaux Aoki, Russell Hugo, and Bridget Yaden

4. Integrating the State Seal of Biliteracy into post-secondary studies in Oregon: A practical model
Cecelia Monto

5. University Seal of Biliteracy and Cultural Competence at a Hispanic Serving Institution: Deepening cultural and linguistic capital
Cristina Alfaro and Reka C. Barton

6. The B3 Scholar Seal: Designing and implementing an alternative to the SoBL at a Hispanic-serving institution in south Texas
Katherine Christoffersen and Dania López García

Part III: Awarding College Credit for Biliteracy Attainment

7. Seals of Biliteracy: Initial rewards for freshmen and attractive bonuses for seniors
Grant D. Moss and James A. Gambrell

8. Reducing opportunity gaps and promoting enrollment through credit by examination for the Seal of Biliteracy
Jesse Gleason, Sobeira Latorre, and Resha Cardone

Part IV: Recruiting Biliterate Individuals into Higher Education

9. Exploring the recruitment potential of the Seal of Biliteracy for higher education: Results of a pilot initiative
Janet Eckerson and Christopher Jacobs

10. Pipelines to practice: Utilizing the Seal of Biliteracy in teacher education
Amy J. Heineke, Sarah L. Cohen, Eric Steinmiller, and Ji Won Lee

Part V: Conclusions and Future Directions

11. Tending the garden and growing the trees of bilingualism: Opportunities, challenges, and needs in higher education
Andrew Fiegen, Kendall King, and Ayumi Stockman

Index

Über Autor(innen)

Kristin J. Davin is a Professor of Education at the University of North Carolina at Charlotte, where she directs the foreign language teacher education program.

Amy J. Heineke is a Professor of Education at Loyola University Chicago, where she prepares teachers and leaders for work with multilingual learners.