Barriers toward Equity: Recognizing Biliteracy of All Students in Minnesota

Autor/inn/en	Galbert, Pierre Gaspard; Woogen, Eve
Titel	Barriers toward Equity: Recognizing Biliteracy of All Students in Minnesota
Quelle	In: Foreign Language Annals, 54 (2021) 3, S.740-752 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Galbert, Pierre Gaspard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12545
Schlagwörter	Bilingual Students; Recognition (Achievement); English Language Learners; Barriers; Equal Education; Minnesota + Suchen Sie Ihr Suchwort? Soziale Anerkennung
Abstract	Education actors in the United States are increasingly promoting language skills development of our students. The Seal of Biliteracy (SoBL) has grown into a popular initiative to promote biliteracy and recognize students who demonstrate skills in English and another language. However, the language used to promote biliteracy and the criteria put in place to award the SoBL risk exacerbating differences in opportunities between linguistic communities rather than promote speakers of all languages. Minnesota introduced the SoBL through a law explicitly aimed at supporting education for English language learners. This paper critically reviews the goals of the SoBL initiative, describes the approaches Minnesota has taken to support English language learners to earn the seal and discusses the practical challenges schools and districts face. States and districts need to explicitly address these barriers to avoid increasing inequities through the SoBL. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01