English Learners Left Behind: Standardized Testing As Language Policy
This book explores how high-stakes tests mandated by No Child Left Behind have become de facto language policy in U.S. schools, detailing how testing has shaped curriculum and instruction, and the myriad ways that tests are now a defining force in the daily lives of English Language Learners and the educators who serve them.
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This book explores how high-stakes tests mandated by No Child Left Behind have become de facto language policy in U.S. schools, detailing how testing has shaped curriculum and instruction, and the myriad ways that tests are now a defining force in the daily lives of English Language Learners and the educators who serve them.
Pt. 1 Language Policy Context1 Introduction 32 Language Policy, Federal Education Legislation and English Language Learners in the United States 133 The New York Case: The Local Implementation of a National Policy 36Pt. 2 Standardized Tests in Daily School Life4 Tongue-Tied: The Linguistic Challenges that Standardized Tests Pose for English Language Learners 635 The Ones Left Behind: How High-Stakes Tests Impact the Lives and Schooling Experiences of ELL Students 976 'Teaching to the Test' as Language Policy: The Focus on Test Preparation in Curriculum and Instruction for ELLs 118Pt. 3 Expansion and Recommendations7 Higher Expectations vs. Language as Liability: Why the Drawbacks of Accountability Outweigh the Benefits for English Language Learners 1418 High-Stakes Testing and Language Un-Planning: Theoretical Implications of Testing as Language Policy 1609 Moving Forward: Embracing Multilingual Language Policies from the Top-Down to the Bottom-Up 181Notes 189References 191Index 204
