Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 5-15-2025

Abstract

The Seal of Biliteracy (SoBL) honors high school graduates demonstrating proficiency in two or more languages, yet its policies often perpetuate inequities. Focusing on New Mexico and Spanish language assessments, I explored how the SoBL's recognition of bilingualism intersects with biases against Spanish speakers. While the SoBL aims to celebrate bilingualism, disparities arise from state-to-state variations in assessment requirements, particularly affecting Spanish-speaking students and those receiving English Language Development services. Many states rely on standardized exams that inadequately capture students’ linguistic abilities, exacerbating inequalities. Using an Open Systems policy framework and Translanguaging theory, which values students’ full linguistic repertoires, I examined SoBL requirements across the U.S., with emphasis on portfolios as alternatives to standardized tests. The findings suggest that more comprehensive assessments, like portfolios, can more fairly evaluate bilingual proficiency. The study calls for community involvement in shaping policies to meet the diverse needs of bilingual learners.

Keywords

Translanguaging, Seal of Biliteracy, Dual Language, Open Systems, Policy Analysis, Bilingual Seal

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Allison M. Borden

Second Committee Member

Trenia Walker

Third Committee Member

Tyson E.J. Marsh

Fourth Committee Member

Patrick López

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