“We are thrilled to participate in the Global Seal of Biliteracy at the Community School of
Naples, greatly enhancing our students’ future educational and professional opportunities. Not
only will they be awarded an official Seal of Biliteracy at our private school, but they will cross
state and national boundaries, as this Seal is greater than just a state level recognition,
connecting their accomplishments to the global community.”
— -Parthena Draggett, Chair and Department Head of World Languages and Cultures Community School of Naples Naples, Florida
“We believe that no matter what language you speak, how you learned it, or where you live, every multilingual person deserves the chance to showcase their language proficiency to schools and employers. This new program closes the “opportunity gap” that exists for language learners who do not have access to state-sponsored Seal of Biliteracy programs. For the first time there is a pathway for everyone to earn their language passport to local and global success.”
— Linda Egnatz, Global Seal of Biliteracy Executive Director
“As the Executive Director of the Illinois Council on the Teaching of Foreign Languages I
applaud this opportunity for World Language students and English Language Learners in private
or parochial schools or those home-schooled to be recognized for their proficiency in English
and another language or languages. As the retired World Language Department Chair at St.
Bede Academy, Peru IL, I am excited that St. Bede students’ language proficiency can be
celebrated and recognized officially in a manner that will impact their college and career
— Leann Wilcoxen, ICTFL Executive Director WL Dept. Ch. Emeritus, St. Bede Academy, Peru IL
“I am so excited to see how Global Seal and proficiency-driven education continues to create results in programs of all styles and sizes across the country. It’s obviously affecting mine - small and mighty as it is! I try to incorporate and encourage cross-grade cross-level interaction because I think it helps the older students to see how younger ones react to their skills, and it encourages the younger ones that they too can achieve what they see! Essentially - it shows them what proficiency looks like at different stages and gets them thinking about language as a journey - not just a class sequence.”
— Megan Reynolds, KATSP President-Elect, K-12 Spanish Teacher, Flint Hills Christian School, Manhattan, KS
“The Global Seal of Biliteracy will benefit millions of students, and its creation demonstrates real
leadership by Avant Assessment. In the U.S. every child must learn English to fully participate in
the life of our nation; every child who hears another language at home should have the
opportunity to master it, and every child, should have the opportunity to master additional
languages. This Seal recognizes students who acquire biliteracy, and fills a gap in the
movement for biliteracy by recognizing students in schools of choice or private schools, are
homeschooled, or in districts that have not implemented a state Seal of biliteracy.”
— Dr. Bill Rivers, Executive Director of the Joint National Commission on Language
“The Seal of Biliteracy that is provided by state boards of education is great because it finally
recognizes and awards learning languages, but unfortunately in many states it is inclusive only
to the students of public schools. We need an award that will include all students regardless of
where they go to school. That is why the Global Seal is so important for all these students who
attend private and charter schools, are homeschooled, or for those whose schools do not offer it. It is very important for the Polish community which provides the teaching of Polish at supplementary schools or for children who simply learn the language at home from their
— Marzanna Owinski, The Polish Mission Orchard Lake, Michigan
“I am so happy that now my students at an independent school can be recognized for their
proficiency in another language. Not only will it be beneficial for them when they attend college
or get a job, but also they will be able to see how much they have achieved by studying another
language. I also look forward to recognizing heritage speakers in our community and valuing
their achievements.”
— Maris Hawkins, Bullis School, Potomac, Maryland