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1919 - Americanization of the Department of the United States Bureau of Education 

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1919 - Americanization of the Department of the United States Bureau of Education 

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The adoption of both private and public education in each state to be conducted in English.

This decision resulted in English being determined as the dominant language in the U.S.

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As a result of World War II and the Anti-German propaganda spread throughout the U.S. The pressure to speak English increased while there was a decrease in learning foreign language.

This decision resulted in the importance of English being spoken in society and being taught in school and the decrease in other languages being socially acceptable.

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This act indicated that bilingual education programs were to be seen as part of federal educational policy. It allowed the use of federal funds for the education of speakers of languages other than English.

This helped bring bilingual programs to school, but still focused heavly on the importance of English over other languages.

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These remedies provided help provide assistance for English Language Learners such as: classes, tutotoring, and some form of bilingual education. These remedies help to create an expansion of the use of minority languages in schools.

These remedies are a step towards establishing more language rights in the U.S.

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Or the 'English for the Children' initaitaive was an effort to improve English language instruction for children who needed to learn English for economic and employment opportunties.

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Resulted in ELL being forced to take the same tests as native English speakers until protests from states resulted in students being able to be excluded from the state reading test and having their scores be excluded from school AYP calculations.

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This program granted funding for states to pursue education reform. Part of the requirements was high-quality assessments that and valid and reliable for all students including English Language Learners. The goal of these grants was to bring grants to schools to develop programs for college and career-readiness according to standards.

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The Seal of Biliteracy is an award given by a school to recognition of students who have studued and attained proficiency in two or more languages by high school graduation.

Today, the Seal of Biliterarcy is used is world language programs in NYS to help increase and encourage student to continue on study with languages other than English.

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ACTFL Assessments to Support the Seal of Biliteracy

The Seal of Biliteracy began in 2008 with Californians Together. The Seal is an award given by a school (public or private), district, or state to recognize a student's demonstration of proficiency in two or more languages by high school graduation. ACTFL's goal is to increase access to the Seal of Biliteracy for learners of less commonly taught/tested languages and/or heritage learners.

ACTFL is proud to support the Seal of Biliteracy by offering proficiency and performance-based assessments appropriate for Grades 9-12. Learn more about each assessment below.

ACTFL Assessments for the Seal of Biliteracy

Seal of Bilteracy

Why Implement it?

The Seal of Biliteracy encourages students to pursue biliteracy, honors the skills our students attain, and can be evidence of skills that are attractive to future employers and college admissions offices.

America the Bilingual Podcast: Sealed with un Beso (episode 15), a podcast about the origin of the Seal of Biliteracy, which began in California and is now transforming America.

Language Testing International Webinar: The Seal of Biliteracy, and its Implementation in both Public and Private Schools

Seal of Biliteracy Infographic

Learn more about the Seal of Biliteracy in this infographic from the Department of Education's Office of English Language Acquisition (OELA). The infographic shows the benefits of receiving the Seal, the requirements, and criteria to demonstrate proficiency, along with resources. It also discusses ways states can increase the number of students earning Seals of Biliteracy along with connections between dual language programs and the Seal.

Download the infographic

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world language teaching; language assessment; foreign language teaching

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ACTFL Assessments to Support the Seal of Biliteracy

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With this act, states were now given more flexability when for goal setting and how they will intervene in low-performing schools. Other factors are now consider factors other thean test schores in their school accountability program.

This has opened up space for a student's level of English proficiency to be considered when settign acheivement targets and interpreting their test scores.