| Description |
1 online resource (xi, 206 pages) |
| Series |
Contemporary language education |
|
Contemporary language education (Greenwich, Conn.)
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| Contents |
Cover -- Series page -- The Seal of Biliteracy -- Library of Congress Cataloging-in-Publication Data -- Contents -- Preface -- Acknowledgments -- PART I: INTRODUCTION -- CHAPTER 1: The Seal of Biliteracy Across the United States -- CHAPTER 2: The History of the Movement -- CHAPTER 3: Language Policy in Practice -- PART II: STATE CASE STUDIES -- CHAPTER 4: The New Ecology of Biliteracy in California -- CHAPTER 5: An Innovative Approach to the Seal of Biliteracy in Minnesota -- CHAPTER 6: A Collaborative Model for Seal of Biliteracy Implementation -- PART III: SCHOOL AND DISTRICT CASE STUDIES |
|
CHAPTER 7: Signed, Sealed, Delivered -- CHAPTER 8: Validating the Linguistic Strengths of English Learners -- CHAPTER 9: School-Level Implementation of the Seal of Biliteracy -- PART IV: REFLECTIONS AND CONCLUSIONS -- CHAPTER 10: Raciolinguistic Ideology, the Seal of Biliteracy, and the Politics of Language Education -- CHAPTER 11: The Future of the Seal of Biliteracy -- LIST OF CONTRIBUTORS |
| Summary |
"This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States. This book is organized into four sections: (1) introduction to the SoBL, including history of the policy initiative and national trends in policy design and implementation, (2) case studies of macro-level policy implementation, including a diverse array of contexts across the country that have approached the SoBL in unique ways (e.g., legislation v. educational code, prioritizing world v. home languages), (3) case studies of micro-level implementation, including schools and districts that award the SoBL to diverse student populations through various language programs (e.g., English-dominant v. linguistically diverse; world language v. dual-language programs), and (4) conclusions and future directions, including actionable next steps for policy makers, administrators, educators, and researchers. Many national professional organizations would have interest in this text, including National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), and the National Council of State Supervisors for Languages (NCSSFL), as well as local affiliates for bilingual, English as a second language (ESL), and world language education (e.g., California Association of Bilingual Education; Illinois Council for Teaching Foreign Languages)"-- Provided by publisher |
| Notes |
Online resource; title from digital title page (viewed on April 27, 2020) |
| Subject |
Education, Bilingual -- United States -- States -- Case studies
|
|
Education, Bilingual -- Government policy -- United States -- States -- Case studies
|
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Education, Bilingual -- U.S. states
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| Genre/Form |
Electronic books
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Case studies
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Case studies.
|
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Études de cas.
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| Form |
Electronic book
|
| Author |
Heineke, Amy J., editor.
|
|
Davin, Kristin, editor.
|
| ISBN |
9781648020247 |
|
1648020240 |
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