ABSTRACT
The Seal of Biliteracy (SoBL) is a language education policy in the United States that recognizes students’ proficiency in two or more languages. Initiated in California in 2011, the movement has spread across the country, resulting in policies in 49 states and the District of Columbia. Though conceived to promote the biliteracy of students labeled as English learners (ELs) without consistent access to bilingual education, efforts have remained largely situated in secondary world-language departments. This chapter explores key themes from the existing literature on the SoBL in dual-language bilingual education, including lenses on policy, schools, and students. Implications center on deepening connections between the SoBL and bilingual education to nurture the biliteracy development of heritage language learners and ELs.
