������Ƶ

Ilokano. Tagalog. Japanese. Chinese. Korean.

These are the languages most commonly spoken at home in Hawaii after English. In a state that takes pride in its “melting pot” culture, it may be no surprise that 24 percent of Hawaii’s population speaks a language other than English at home.

Many locals grew up as first- or second-generation immigrants where at least one person was speaking another language in the home. It doesn’t dawn on most until later in life that the language ability we grew up with can become a valuable skill set to have when entering the workforce. Many, including myself, have taken advantage of the fact that we know another language and forget to take the time to maintain our skills, as we should. That’s why it is critical we as a state impress the importance of multilingualism upon students at a young age.

Hawaii got one step closer to doing just that by moving forward with an initiative to establish the Seal of Biliteracy as set forth in a Board of Education policy approved by the BOE on June 16.

Starting this upcoming school year, the Seal of Biliteracy will be awarded upon graduation to students who demonstrate high proficiency in either of Hawaii’s two official languages, English and Hawaiian, and at least one additional language, including American Sign Language (ASL). Students who are highly proficient in both English and Hawaiian will also receive the seal.

“This recognition will nurture and value students’ existing language proficiency, while motivating students to develop new language skills through their education,” said Dina Yoshimi from the Hawaii Language Roadmap Initiative. “It will also be a valuable tool in proving language skills to employers.”

The Seal of Biliteracy was first established in 2011 in California. Research from schools in California districts that have adopted the seal found a number of benefits from the initiative. The studies have shown an increase in student registration for AP tests in world languages, allowing those students greater opportunity for earning college credits. The research also found that employers value the seal and report that they are more likely to hire a student who has earned one. Finally, the studies reported increased parental involvement in the schools where a seal was offered.

Hawaii is the 10th state to establish a Seal of Biliteracy for its public school students, joining a nationwide movement to grow America’s multilingual workforce. Other states to adopt the seal include California, Washington, New Mexico, Texas, Louisiana, Minnesota, Illinois, Indiana and New York. Schools in the District of Columbia have also established the seal.

The initiative to bring the Seal of Biliteracy to Hawaii was championed by several stakeholders, including Hawaii state senators Michelle Kidani and Suzanne Chun Oakland, who introduced the policy as during the 2015 legislative session, and BOE member Patricia Halagao.

Also advocating for the initiative was Dina Yoshimi from the Hawaii Language Roadmap Initiative, a coalition that has gathered information over the past two and a half years from multiple stakeholders, assessing a need for multilingual speakers in every aspect of Hawaii’s workforce — from first responders and disaster relief personnel to retail and service providers.

Supporters of the seal acknowledge its impact on students of all backgrounds. For Hawaii’s immigrant population, the seal will serve as an affirmation of cultural identity.

Currently, 86 percent of children with immigrant parents are considered “English proficient.” These students are often put in English as a Second Language courses at school and are taught to assimilate with their English-speaking classmates. For these students, their native language is thought of as a hindrance as opposed to an added skill set. Earning the Seal of Biliteracy will help these students take pride in their culture, and allow their language to be seen as an added asset.

Likewise, the seal will encourage second-generation students like myself to take pride in our multilingual ability and develop our language skills to certifiable proficiency. All too often, students who grow up with a second language decide not to study it in school and tend to forget that language as they grow older. Earning the seal will be motivation for both students and parents to continue using and expanding their second language skills.

Even students learning a foreign language for the first time in high school will benefit from the seal, as it will serve as motivation to buckle down on their studies and achieve proficiency in that language. Reaching a high level of proficiency in high school will help students advance their language studies when they go to college, allowing them greater opportunities for studying abroad or pursuing a double major in a foreign language. The seal will also encourage more partnerships between higher education institutions and community organizations for increased access to and opportunities for language education.

For Hawaiian language speakers, the seal also offers a platform for greater recognition of the Hawaiian language as one of Hawaii’s official languages. As of 2011, only 1.41 percent of Hawaii’s population spoke Hawaiian in the home. The seal will encourage more speakers to become certifiably proficient in the Hawaiian language and will help drive more opportunities for students to study the language.

Finally, the seal offers a useful tool for Hawaii’s workforce, as evidenced by the support for the original Senate bill as well as the BOE policy from Sherry Menor-McNamara, CEO of the Chamber of Commerce of Hawaii. Companies of all industries across Hawaii and the nation are addressing the growing demand for multilingual speakers. Graduates with the Seal of Biliteracy can instantly distinguish themselves as an asset for employers based on their language ability.

While a DOE plan for implementation of the seal is pending, other states have established procedures that enable students to apply for the seal at their school by submitting an application and providing evidence of their language proficiency through a passing score on assessments such as an AP or IB world language examination, or a passing score from another nationally recognized examination that demonstrates speaking, listening, reading, and writing ability.