TY  - BOOK
AU  - Menken,Kate
TI  - English Learners Left Behind: Standardized Testing as Language Policy 
T2  - Bilingual Education & Bilingualism
SN  - 9781853599989
AV  - LB3060.3 .M46 2008
U1  - 306.44/973 22
PY  - 2008///]
CY  - Bristol, Blue Ridge Summit : 
PB  - Multilingual Matters, 
KW  - Achievement tests
KW  - United States
KW  - English language
KW  - Study and teaching
KW  - Foreign speakers
KW  - Language policy
KW  - LANGUAGE ARTS & DISCIPLINES / Linguistics / General
KW  - bisacsh
KW  - ELT
KW  - English language teaching
KW  - assessment
KW  - language policy
KW  - testing
N1  - 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; restricted access
N2  - 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
UR  - https://doi.org/10.21832/9781853599996
UR  - https://www.degruyter.com/isbn/9781853599996
UR  - https://www.degruyter.com/document/cover/isbn/9781853599996/original
ER  -