Validating the Linguistic Assets of English Language Learners via the Seal of Biliteracy Awards Program

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-24 - Innovative Approaches for English Language Learners in High School

Abstract

Latino English Language Learner (ELL) students are significantly academically challenged to meet high school graduation requirements; these students, by default, are not prepared for college. In the Los Angeles schools, only 27% of ELL students who began the ninth grade are eligible to graduate four years later. Reversing the desolate academic trajectories, and dismantling a deficit perception of Latino ELL students by validating student linguistic strengths was the impetus for this study. This qualitative case study examined the narratives of Latino ELL students and staff participants to gain an understanding of their perceptions about college access, the process of implementing the LAUSD Seal of Biliteracy Awards Program, and the purpose, value, and impact of the program on student achievement.

Author

• Alma C. Castro, Compton Unified School District