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

• In Event: English Language Learning Students

Abstract

A deficit ideology of English language learner (ELL) students has permeated schooling practices and has led to devaluing students’ native language and knowledge alike. This paper illustrates results of a qualitative case study exploring the untapped linguistic resources of ELLs. In this study, student and staff perceptions about the impact of a voluntary assets-based policy, the Los Angeles Unified School District (LAUSD) Seal of Biliteracy Awards Program are uncovered. The principal focus of this study was to explore Latino students’ pursuit of language recognition and the perceived academic impact associated with receiving this award. Reversing the truncated educational outcomes of Latino ELLs within an assets-based framework is the impetus in this paper.

Author

• Alma C. Castro, Compton Unified School District