Document Type
Article
Publication Date
9-27-2018
Publication Title
Educationl Policy
Pages
25
Abstract
Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots policy work. Findings include the collective stories of these efforts to disrupt English-dominant ideologies in schools, as well as individual states’ journeys to develop students’ bilingualism. Implications serve educators, researchers, and other stakeholders interested in influencing practice through bottom-up policy movements, particularly at this crucial moment as states embrace more flexibility for educational decision making.
Recommended Citation
Heineke, Amy J. and Davin, Kristin J.. Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy. Educationl Policy, , : 25, 2018. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1177/0895904818802099
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© The Authors 2018
Comments
Author Posting. © The Authors 2018. This article is posted here by permission of SAGE Journals for personal use, not for redistribution. The article was published in Educational Policy, 2018, https://doi.org/10.1177/0895904818802099