Critical Language Testing: Factors Influencing Students' Decisions to (Not) Pursue the Seal of Biliteracy

Autor/in	Davin, Kristin J.
Titel	Critical Language Testing: Factors Influencing Students' Decisions to (Not) Pursue the Seal of Biliteracy
Quelle	In: Harvard Educational Review, 91 (2021) 2, S.179-203 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davin, Kristin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Language Tests; Decision Making; Bilingualism; Certification; High School Graduates; Second Language Learning; Family Influence; Student Attitudes; Language Proficiency; Language Maintenance; Self Esteem; Minnesota + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Decision-making; Entscheidungsfindung; Bilingualismus; Abschlusszeugnis; Zertifizierung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Zweitsprachenerwerb; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Sprachpflege; Self-esteem; Selbstaufmerksamkeit
Abstract	In this investigation, Kristin J. Davin analyzes current and former emergent bilingual learners' decisions to take or not take a language proficiency assessment in a home language to pursue a Seal of Biliteracy (SoBL). The SoBL is a policy adopted in forty states to counteract English-only ideologies by recognizing students who graduate high school bilingual and biliterate. Considering the power of assessments and the complexity of the decision to take a test of proficiency in one's home language, this study uses the history-in-person framework to understand the factors that shape students' decisions to take, or not take, the "seals test." Davin's findings point toward considerations and changes necessary to SoBL implementation to ensure that the policy meets the needs of the emergent bilingual learners it was intended to benefit. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01