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
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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.

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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.

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