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.
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, School of Education: Faculty Publications and Other Works, http://dx.doi.org/10.1177/0895904818802099
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