“[The Seal of Biliteracy]’s a huge step for recognizing the value of multilingualism.” - Del. Ana Sol Gutiérrez (D-Montgomery)

The Seal of Biliteracy is an award that can be conferred on a high school diploma, recognizing the student as being bilingual if they meet certain testing or other academic requirements, such as receiving a 4 out of 5 on an AP foreign language exam (see article).

The exciting thing about a policy/award like this is that it shows a shift away from the nativistic "English only" attitudes that have been a major part of the US discourse when discussing English as a second language (ESL) education. Arizona - the state that I have studied the most regarding ESL policy - was approved to award the Seal of Biliteracy in 2016. And I do not think it is coincidental that, this year, Arizona lawmakers are considering either reducing the infamous English language development (ELD) block or allowing dual language programs to exist without requiring a heavily restricted waiver. While there are apparently many roadblocks to overcome, mostly bureaucratic/procedural in nature, the fact that a Republican-sponsored bill - essentially a version of a Democrat-sponsored bill that died on the floor just a few years before - indicates a significant, positive shift in attitude toward the importance of multilingualism.

Indeed, in 2016, California repealed its version of the "English for the Children" initiative via ballot measure, and Massachussets did much the same through the legislature in 2017. While it is surprising to think of states like California and Massachusetts as states that had long held repressive language policies - especially given Massachusetts' famously progressive stance toward bilingual education in decades past - they also saw the tides turning and started to value multilingualism as a resource instead of seeing it as a roadblock to full English fluency. Much of the nation seems to be following suit, and Arizona - in my estimation - is a symbolic final obstacle toward getting most of the nation to support multilingualism as a valuable asset in society, given the state's notorious reputation for repressive language policies and traditionally "English only" positions.

I am excited to see how the Seal of Biliteracy - accepted in 33 states plus DC, under consideration in Vermont, and in the early stages of development in 10 other states - promotes bilingualism and multilingualism throughout the country. Giving such distinctions - and more importantly, making them well-known to students (I had no idea this has existed for so long, and I have researched these kinds of policies for the entirety of my Master's degree!) - is a critical step in the right direction of changing people's attitudes - and, consequently, policies - toward language education and the social goals and values of such education.