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English Learners Left Behind : Standardized Testing as Language Policy /
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 perfo...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bristol ; Blue Ridge Summit :
Multilingual Matters,
[2008]
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| Colección: | Bilingual Education & Bilingualism
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| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
Tabla de Contenidos:
- Frontmatter
- Contents
- Acknowledgements
- Part 1: Language Policy Context
- 1. Introduction
- 2. Language Policy, Federal Education Legislation and English Language Learners in the United States
- 3. The New York Case: The Local Implementation of a National Policy
- Part 2: Standardized Tests in Daily School Life
- 4. Tongue-Tied: The Linguistic Challenges that Standardized Tests Pose for English Language Learners
- 5. The Ones Left Behind: How High-Stakes Tests Impact the Lives and Schooling Experiences of ELL Students
- 6. 'Teaching to the Test' as Language Policy: The Focus on Test Preparation in Curriculum and Instruction for ELLs
- Part 3: Expansion and Recommendations
- 7. Higher Expectations vs. Language as Liability: Why the Drawbacks of Accountability Outweigh the Benefits for English Language Learners
- 8. High-Stakes Testing and Language Un-Planning: Theoretical Implications of Testing as Language Policy
- 9. Moving Forward: Embracing Multilingual Language Policies from the Top-Down to the Bottom-Up
- Notes
- References
- Index