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 Sociocultural Theory and L2 Instructional Pragmatics by Assist. Prof. Kate Menken
Cover of the book Ideology, Ethics and Policy Development in Public Service Interpreting and Translation by Assist. Prof. Kate Menken
Cover of the book Working Memory in Second Language Acquisition and Processing by Assist. Prof. Kate Menken
Cover of the book Fast-Forwarding with Audiovisual Translation by Assist. Prof. Kate Menken
Cover of the book Tourism and Souvenirs by Assist. Prof. Kate Menken
Cover of the book Social Media and Minority Languages by Assist. Prof. Kate Menken
Cover of the book Linguistic Landscape in the City by Assist. Prof. Kate Menken
Cover of the book Tourism and Development by Assist. Prof. Kate Menken
Cover of the book Rethinking Language and Culture in Japanese Education by Assist. Prof. Kate Menken
Cover of the book Wildlife Tourism by Assist. Prof. Kate Menken
Cover of the book Contemporary Translation Theories by Assist. Prof. Kate Menken
Cover of the book Tourism Employment by Assist. Prof. Kate Menken
Cover of the book Tourist Behaviour by Assist. Prof. Kate Menken
Cover of the book Youth Culture, Language Endangerment and Linguistic Survivance by Assist. Prof. Kate Menken
Cover of the book Tourism and Intercultural Exchange 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