000 04188nam a22006255i 4500
001 229549
003 IT-RoAPU
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008 221201t20082008enk fo d z eng d
010 _a2007040068
020 _a9781853599989
_qprint
020 _a9781853599996
_qPDF
024 7 _a10.21832/9781853599996
_2doi
035 _a(DE-B1597)9781853599996
035 _a(DE-B1597)491565
035 _a(OCoLC)1046622679
040 _aDE-B1597
_beng
_cDE-B1597
_erda
050 0 0 _aLB3060.3
_b.M46 2008
050 4 _aLB3060.3
_b.M46 2008
072 7 _aLAN009000
_2bisacsh
082 0 4 _a306.44/973
_222
084 _aonline - DeGruyter
100 1 _aMenken, Kate
_eautore
245 1 0 _aEnglish Learners Left Behind :
_bStandardized Testing as Language Policy /
_cKate Menken.
264 1 _aBristol ;
_aBlue Ridge Summit :
_bMultilingual Matters,
_c[2008]
264 4 _c©2008
300 _a1 online resource (216 p.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 0 _aBilingual Education & Bilingualism
505 0 0 _tFrontmatter --
_tContents --
_tAcknowledgements --
_tPart 1: Language Policy Context --
_t1. Introduction --
_t2. Language Policy, Federal Education Legislation and English Language Learners in the United States --
_t3. The New York Case: The Local Implementation of a National Policy --
_tPart 2: Standardized Tests in Daily School Life --
_t4. Tongue-Tied: The Linguistic Challenges that Standardized Tests Pose for English Language Learners --
_t5. The Ones Left Behind: How High-Stakes Tests Impact the Lives and Schooling Experiences of ELL Students --
_t6. ‘Teaching to the Test’ as Language Policy: The Focus on Test Preparation in Curriculum and Instruction for ELLs --
_tPart 3: Expansion and Recommendations --
_t7. Higher Expectations vs. Language as Liability: Why the Drawbacks of Accountability Outweigh the Benefits for English Language Learners --
_t8. High-Stakes Testing and Language Un-Planning: Theoretical Implications of Testing as Language Policy --
_t9. Moving Forward: Embracing Multilingual Language Policies from the Top-Down to the Bottom-Up --
_tNotes --
_tReferences --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aIn 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.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)
650 0 _aAchievement tests
_zUnited States.
650 0 _aEnglish language
_xStudy and teaching
_xForeign speakers.
650 0 _aLanguage policy
_zUnited States.
650 7 _aLANGUAGE ARTS & DISCIPLINES / Linguistics / General.
_2bisacsh
653 _aELT.
653 _aEnglish language teaching.
653 _aassessment.
653 _alanguage policy.
653 _atesting.
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.21832/9781853599996
856 4 0 _uhttps://www.degruyter.com/isbn/9781853599996
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9781853599996/original
942 _cEB
999 _c229549
_d229549