English learners left behind: standardized testing as language policy

Abstract

ContentAcknowledgementPART I: 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 PolicyPART II: 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 as Language Policy: The Focus on Test Preparationin Curriculum and Instruction for ELLsPART III: Expansion & 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

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