[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601089-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601089-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","global-initiatives-in-north-carolina-the-impact-on-culturally-and-linguistically-diverse-learners","Global Initiatives in North Carolina - The Impact on Culturally and Linguistically Diverse Learners","","In 2013, North Carolina’s Task Force on Global Education set a goal of preparing students for global competitiveness in the 21st century. This study uses interviews with North Carolina Department of Public Instruction officials and analysis of NCDPI’s website to examine how that initiative shaped dual language (DL) programs and the Seal of Biliteracy (SoBL), focusing on culturally and linguistically diverse learners’ participation. The article highlights practical approaches other states may emulate to expand DL offerings and increase SoBL attainment while ensuring CLD inclusion.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/global-initiatives-in-north-carolina-the-impact-on-culturally-and-linguistically-diverse-learners/601089/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/global-initiatives-in-north-carolina-the-impact-on-culturally-and-linguistically-diverse-learners/601089.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What global education goal did North Carolina’s Task Force establish in 2013?","Question",{"text":63,"@type":64},"It aimed to prepare students to be globally prepared for the 21st century, emphasizing global competitiveness for work and postsecondary education and readiness for life in that century.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do dual language programs differ from traditional English-only instruction?",{"text":68,"@type":64},"Dual language programs teach academic content in English and a partner language for at least 50% of instructional time, rather than relying solely on English.",{"name":70,"@type":61,"acceptedAnswer":71},"What does North Carolina’s badging and recognition system do regarding DL and SoBL?",{"text":72,"@type":64},"It provides rubrics and incentives for districts, schools, teachers, and students—linking district and school designations to language inclusion and connecting student recognition to the Seal of Biliteracy movement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601089,1792166337,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","8  \nGlobal Initiatives in North Carolina: The Impact on Culturally and Linguistically Diverse Learners  \nCharlotte R. Hancock  \nUniversity of North Carolina—Charlotte  \nKristin J. Davin  \nUniversity of North Carolina—Charlotte  \nJohn A. Williams, III  \nTexas A&M University—College Station  \nChance W. Lewis  \nUniversity of North Carolina—Charlotte  \nAbstract  \nIn 2013, the North Carolina state Task Force on Global Education put forth a goal of preparing students to be globally prepared for the twenty-first century. This study explored, through interviews with officials from the North Carolina Department of Public Instruction (NCDPI) as well as NCDPI’s website, the influence of that global initiative on dual language (DL) programs and the Seal of Biliteracy (SoBL) in the state through the lens of culturally and linguistically diverse learners’ (CLD) involvement. For other states seeking ways in which to increase DL programming and the number of students earning the SoBL while simultaneously ensuring the inclusion of CLD learners, this article illuminates ways in which NC is working towards this goal and provides concrete ideas that other states may seek to emulate.  \nKeywords: bilingualism, biliteracy, Seal of Biliteracy, dual language immersion, language policy  \nBackground  \nIn 2011, the State Board of Education (SBE) in North Carolina came together under the leadership of Chairman William Harrison to create a Task Force on Global Education and to recommend ways in which the state could prepare students fora globalized society (NCDPI, 2013) . Two years later, in January of 2013, the Task Force released its findings and made recommendations on how to achieve the SBE’s mission “that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century”(NCDPI, 2013, p. 2). As part of the report, the Task Force recognized that North Carolina was already linguistically, culturally, and ethnically diverse and that  \nGlobal Initiatives in North Carolina 133  \nthe state needed to prepare not for the “global tomorrow” but rather the “global today”(NCDPI, 2013, p. 5). The 2013 Task Force report provided five commitments to which the state should adhere: (1) Robust and Cutting-edge Teacher Support and Tools;  \n(2) Leading-edge Language Instruction; (3) New School Models; (4) District Networking and Recognition; and (5) Strategic International Relationships (NCDPI, 2013, p.6) .  \nThe purpose of the present exploratory study was to delve into two of these five commitments, Commitment 2 (Leading-edge Language Instruction) and Commitment 4 (District Networking and Recognition) to understand their influence across the state. Commitment 2.1 specifically recommended that the state implement “a plan for statewide access to dual language/immersion opportunities beginning in elementary school and continuing through high school”(NCDPI, 2013, p. 6) . Dual language programs offer a diÍfferent approach to the traditional English-only classroom by instructing academic content in two languages, English, and another language, termed the partner language, for a minimum of 50% of the instructional day (Lindholm-Leary, 2012) . While dual language is commonly referred to as dual language/immersion (DL/I) in North Carolina, the authors chose to use the term dual language (DL) in this article to maintain consistency in terminology, as suggested by the U.S. Department of Education (2105) report.  \nCommitment 4 (District Networking and Recognition) aimed to provide a support system and recognition for districts, schools, teachers, and students who adhered to the 2013 Task Force Report recommendations. As motivation, the state developed a badging system and released rubrics with specific guidelines describing how: (a) districts could earn the designation of a Global-Ready District,(b) schools could earn the designation of a Global-Ready School, and (c) teachers could earn th","cbCaivTxY7LuGuXa","https://ap.wps.com/l/cbCaivTxY7LuGuXa","pdf",197872,"English","# Abstract\n# Background\n## Task Force formation and commitments\n# Purpose and study focus\n## Commitment 2: Leading-edge Language Instruction\n## Commitment 4: District Networking and Recognition\n# Seal of Biliteracy and inclusion","[{\"question\":\"What global education goal did North Carolina’s Task Force establish in 2013?\",\"answer\":\"It aimed to prepare students to be globally prepared for the 21st century, emphasizing global competitiveness for work and postsecondary education and readiness for life in that century.\"},{\"question\":\"How do dual language programs differ from traditional English-only instruction?\",\"answer\":\"Dual language programs teach academic content in English and a partner language for at least 50% of instructional time, rather than relying solely on English.\"},{\"question\":\"What does North Carolina’s badging and recognition system do regarding DL and SoBL?\",\"answer\":\"It provides rubrics and incentives for districts, schools, teachers, and students—linking district and school designations to language inclusion and connecting student recognition to the Seal of Biliteracy movement.\"}]","Global Initiatives in North Carolina - The Impact on Culturally and Linguistically Diverse Learners | PDF",1792091957,48]