I don’t know what things are like in your state, but here in New England, many states have started programs that allow students to earn the Seal of Biliteracy in high school. The Seal of Biliteracy is a program that allows second language students to earn a seal on their diploma recognizing them for being biliterate, meaning that they are proficient in reading, writing, speaking, and comprehending two languages. Qualifications for earning the Seal vary from state to state, but in most states students need to demonstrate that they possess at least an Intermediate Mid language proficiency as measured by the American Council on the Teaching of Foreign Languages (ACTFL) proficiency scale. Many states are measuring this with the AAPPL or STAMP tests, which are computerized language proficiency tests. Other measures include at least a 3 on an Advanced Placement exam or at least a four on the International Baccalaureate exam.
If you teach a second language and live in a state that offers the Seal of Biliteracy, you should inquire about the Seal of Biliteracy in your district. And if your district hasn’t implemented this program yet, you should try to convince them that they should. Not only will it give your district something to brag about, but it is good for your language program overall. Here are two reasons why.
First of all, earning a score of Intermediate Mid proficiency is not something that most students can do in a few years. According to this CASLS study, only a small percentage of students enrolled in four years of a second language high school program reach Intermediate Low, and even fewer reach Intermediate Mid. ACTFL reached similar findings, which you can find on this graph.
This information is the ammunition needed to advocate for the implementation, expansion, and/or retention of out second language programs. If our superintendents want to brag about awarding the Seal of Biliteracy in their school district, they are going to have to put their money where their mouth is and support second language education at the middle school level.
Second, implementing the Seal of Biliteracy can be a great way to highlight and promote comprehensible input teaching approaches. I think students taught using comprehensible input (CI) approaches will develop higher language proficiency overall than students in traditional programs. I have no direct data that supports this, but I did see this, which is a review of studies comparing classed taught with Teaching Proficiency through Reading and Storytelling (TPRS), with is one CI approach, and traditional teaching approaches. Overwhelmingly the research finds that students in TPRS classrooms perform at least as well as, if not better than, assessments given to students in traditional classrooms. As far as I know, research has not studied the efficacy of TPRS with a proficiency test, but nonetheless the data does suggest that students in a TPRS program advance more quickly that those in traditional programs.
I also have some anecdotal evidence about the success of CI approaches related to the Seal of Biliteracy. Just last week, I had a conversation with a woman who is the World Language Department Head at a local school. Last year, 28 students earned the Seal of Biliteracy. Of those students, only three studied Spanish. The rest were all French students. In this school, all the French students are taught with a CI approach and all Spanish students have traditional teachers. Last I heard, the school principal was very interested in why so many French students and so few Spanish students earned the Seal of Biliteracy. I am sure this department head will have a lot to say about this.
I predict that it will soon become very fashionable for school districts to offer students the chance to earn the Seal of Biliteracy. If you haven’t already checked out to see if it is offered in your state, reach out to your state language association for more information. Implementing this program could really be beneficial for your school district.