Seal of Biliteracy

Utah Seal of Biliteracy

Utah State Seal of Biliteracy

The Seal of Biliteracy is given by an educational or governmental unit to honor and recognize a language learner who has demonstrated proficiency in English and one or more other world languages. Its purpose is to encourage lifelong language learning, motivating students to develop and showcase their biliteracy in English plus at least one additional language.

The Seal of Biliteracy recognizes the linguistic resources that students develop in homes and communities as well as through a range of educational experiences. The seal acknowledges and communicates the value of the nation’s diversity in language assets. It encourages language learners to maintain and improve their first or heritage language while also acquiring proficiency in additional languages.

The Seal of Biliteracy builds upon strong research about the benefits of mastery of two or more languages for individual students, and the increasing awareness of the need in our communities, state, nation, and world for people with biliteracy and cross-cultural skills. The seal will be awarded to a student who is proficient in English and one or more World Languages or the indigenous languages of Navajo or Ute.

A Seal of Biliteracy means a seal placed electronically on a student's high school transcript that indicates a student has achieved in English, and in a world language grades 1-12, a level of proficiency described in the following two categories, which align to the Utah World Language Core Standards (ACTFL)

A. Platinum Seal – Advanced Low (ACTFL scale)

B. Gold Seal – Intermediate Mid (ACTFL scale)

For equity issues, the seal will be administered at the state level, and school districts may not opt out.

Key elements of the Seal of Biliteracy are:

  • All human languages qualify for the Seal of Biliteracy.

  • Proficiency at a level specified by each state (or school) is to be demonstrated in two or more languages, one of which is English.
  • Qualifying for the seal is possible regardless of when, where, or how people learned the languages in which they are seeking to obtain the Seal of Biliteracy.

  • Collectively and collaboratively, educational institutions need to ensure that all learners, including English language learners, have access to high-quality programs that support the development of proficiency in English and other languages.

  • Community-based language programs can be integral to help their students develop learners’ home, heritage, or native languages other than English to the level of proficiency needed to qualify for the Seal of Biliteracy.

  • Individual student initiative is encouraged to help students qualify in languages they are passionate about regardless of whether or not they have a heritage connection to that language.
Guidelines for Implementing the Seal of Biliteracy

Acceptable Evidence of Proficiency

Student Application for the Seal of Biliteracy

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