Communication Toolkit Content

  1. Why should students learn a world language?

Benefits of learning a world language

The world for which we are preparing our students is qualitatively different from the industrial world in which our schools were created. (2) It is of critical importance that we educate our students to thrive and succeed in this new world. We must cultivate students’ understanding of the complex, diverse, and interdependent world in which they will live out their lives. (3)

It is understood that learning a second or third language expands a person’s awarenessin multiple ways: the learner has the opportunity to expand his/her worldview and understanding through exposure to thoughts and viewpoints unique to the language and culture of study; the learner is provided opportunities to develop respect and empathy for other groups across the world; the learner improves his/her understanding of their native language.

Research also demonstrates that becoming bilingual has long-term cognitive, cultural and economic benefits. Enhanced working memory, mental or cognitive flexibility and protection from dementiaand Alzheimer’s symptoms are some of the benefits of learning another language. Being bilingual offers students the opportunity to develop relationships across cultures, and provides economic opportunities in the future.

All of these outcomes enable individuals to contribute to a stronger more dynamic nation and world.

Insert importance of career paths

  1. What is the Seal of Biliteracy?

The California Seal of Biliteracy is a recognition given by the State Superintendent of Public Instruction to eligible students who have met the criteria for demonstrating proficiency in two or more languages by high school graduation. In addition to the state, districts and county offices of education also recognize students who meet the criteria established by each.

  1. What are pathway awards?

Pathway awards are acknowledgment programs established by schools, districts, and county offices to encourage students to begin or continue the study of a second or third language.

A pathway award can begin as early as preschool (in the case of pre-school it is more a participation award) where

  • students engage in books and print material in the home language
  • students participate in meaningful oral language experiences in the home language
  • families are provided with resources to support their children in developing their home language and second language

In elementary school a series of awards can be offered at the end of fifth grade. Depending on the language learning experience of the students,

they can earn a

  • Bilingual Service and Participation Award or
  • Biliteracy Attainment Award.

At the end of middle school students can earn

  • Pursuit of Bilingualism Award or
  • Biliteracy Attainment Award.

At the completion of high school students can earn the Seal of Biliteracy.

  1. How can schools/districts establish the award programs?

For those schools and districts interested in establishing an award program there are a succession of steps thatmay occur. Below are some action steps that may help districts to establish award programs

1.Survey stakeholders

2.Inform parents and community members about the benefits of learning world languages and the pathway award programs through meetings and newsletters

3.Establish representative/advisory committee

  • clarify purpose and rationale
  • determine awards and levels
  • define criteria or adopt the SCCOE Seal of Biliteracy Consortium Criteria
  • draft board policy or resolution

4.Seek input on drafts of criteria and board policy/resolution from stakeholder groups

5.Present for School Board approval

6.Develop outreach program

7.Establish evaluation rubrics and process to determine if students met the award criteria

8.Establish the process for identifying eligible students and district staff for implementing the award programs

9.Design and present awards

  1. What are the paths to reach biliteracy?

Opportunities for schools to design language programs in their schools

Multiple Paths to World Languages
Foreign Language/World Language Study Programs / Dual Language Immersion Programs
K-6 / 6-12 / K-12
Bilingual Programs
Foreign Language in Elementary School (FLES)
Foreign Language Experience (FLEX)
After school or weekend language programs / Traditional world language classes in middle and high school
Spanish for Native Spanish Speakers
Vietnamese for Native Vietnamese Speakers / Two-Way Immersion

Adapted from the World Language Plan, San Diego County Office of Education, 2012.

  1. What are the pathway award and Seal of Biliteracy criteria?

The Santa Clara County Office of Education’s Seal of Biliteracy Consortium has 13 member districts. Consortium members have created and adopted the pathway awards and the Seal of Biliteracy award criteria in their districts.

Elementary School Awards (Granted at the end of 5th Grade)

  • Elementary School “Bilingual Service and Participation Award” (BSPA)

Insert criteria

  • Elementary School “Biliteracy Award”

Insert criteria

Middle School Awards (Granted at the end of 8th Grade)

  • Middle School “Pursuit of Bilingualism Award”

Insert criteria

  • Middle School “Biliteracy Award”

Insert criteria

Seal of Biliteracy Criteria (Granted at the end of High School Senior Year)

  1. What resources are available?

Sample award criteria

To examine a variety of award criteria refer to the following websites:

  • Californians Together, New Seal of Biliteracy Booklet
  • San Mateo County Office of Education
  • Santa Clara County Office of Education
  • Stanislaus County Office of Education

SealOfMultilingualProficiency

Sample Board Resolution

Examples of Pathway and Seal of Biliteracy Board Policy

Resources for parents

See above.

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Sept. 5, 2013