Abstract
ABSTRACTThe Seal of Biliteracy (SoBL) is a policy that recognizes biliterate high school graduates with an emblem placed on their diploma or transcript signifying proficiency in two or more languages. The present study focused on 12th grade students’ perceptions of the SoBL to investigate the questions: How do students perceive bilingualism and biliteracy? What do students perceive as benefits of the SoBL? What do students perceive as barriers to greater attainment of the SoBL? Implications focus on how to expand access to the SoBL to both English-dominant and linguistically diverse students.
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