English Learners Left Behind

Standardized Testing as Language Policy

Nonfiction, Reference & Language, Language Arts, Study & Teaching, Linguistics
Cover of the book English Learners Left Behind by Assist. Prof. Kate Menken, Channel View Publications
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Assist. Prof. Kate Menken ISBN: 9781847699336
Publisher: Channel View Publications Publication: February 27, 2008
Imprint: Multilingual Matters Language: English
Author: Assist. Prof. Kate Menken
ISBN: 9781847699336
Publisher: Channel View Publications
Publication: February 27, 2008
Imprint: Multilingual Matters
Language: English

In the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students – including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

In the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students – including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them.

More books from Channel View Publications

Cover of the book A Practical Guide for Translators by Assist. Prof. Kate Menken
Cover of the book Tourism and Trails by Assist. Prof. Kate Menken
Cover of the book Negotiating the Personal in Creative Writing by Assist. Prof. Kate Menken
Cover of the book English in Post-Revolutionary Iran by Assist. Prof. Kate Menken
Cover of the book Fighters, Girls and Other Identities by Assist. Prof. Kate Menken
Cover of the book Language Learning Strategies in Independent Settings by Assist. Prof. Kate Menken
Cover of the book Rethinking Bilingual Education in Postcolonial Contexts by Assist. Prof. Kate Menken
Cover of the book A Parents' and Teachers' Guide to Bilingualism by Assist. Prof. Kate Menken
Cover of the book Multilingualism and Creativity by Assist. Prof. Kate Menken
Cover of the book Urban Destination Marketing in Contemporary Europe by Assist. Prof. Kate Menken
Cover of the book Migrant Communication Enterprises by Assist. Prof. Kate Menken
Cover of the book Developing Interactional Competence in a Japanese Study Abroad Context by Assist. Prof. Kate Menken
Cover of the book Academic Biliteracies by Assist. Prof. Kate Menken
Cover of the book Developing Intercultural Competence in Practice by Assist. Prof. Kate Menken
Cover of the book Motor Speech Disorders by Assist. Prof. Kate Menken
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy