Social Consequences of Testing for Language-minoritized Bilinguals in the United States

2019-05-14bookMultilingual Matters eBooks38 citationsclosed

No readable copy stored yet — this record is metadata only.

Multilingual Education and Policy EFL/ESL Teaching and Learning Linguistic and Sociocultural Studies

Abstract

This book provides a cohesive historical narrative of the testing of language-minoritized bilinguals in the United States that centers the test-takers’ experiences. It demonstrates how testing has contributed to the historic, systemic marginalization of language-minoritized bilinguals and encourages efforts to dismantle these inequities.

Citations in this library

Stored only when both papers are in the corpus — 38 citations exist upstream.

Cited by

2021“A Lot of Students Are Already There”: Repositioning Language-Minoritized Students as “Writers in Residence” in English Classrooms

2021Co-constructing Social Justice: Language Educators Challenging Colonial Practices in Mexico

2023From policy to practice: how schools implement German language support policy in Austria

2022Bi/multilingual testing for bi/multilingual students: policy, equality, justice, and future challenges

2020Navigating pedagogical translanguaging: Commentary on the special issue

2023Navigating competing policy demands: Dual service provision for English learners with disabilities in middle school