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<TITLE>Language Policy Special Issue 7(3) NCLB</TITLE>
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<FONT FACE="Garamond"><SPAN STYLE='font-size:12pt'>Language Policy<BR>
Special Issue: Volume 7 | Issue 3<BR>
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No Child Left Behind and U.S. Language Education Policy<BR>
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Guest Editor: Kate Menken<BR>
Editor: Elana Shohamy<BR>
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Visit the issue online at:<BR>
<FONT COLOR="#0000FF"><U><a href="http://www.springerlink.com/openurl.asp?genre=journal&issn=1568-4555&volume=7&issue=3">http://www.springerlink.com/openurl.asp?genre=journal&issn=1568-4555&volume=7&issue=3</a></U></FONT> <BR>
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Table of Contents:<BR>
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- Editorial 7.3: Introduction to the thematic issue<BR>
Author(s) Kate Menken <BR>
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- NCLB and California's English language learners: The perfect storm<BR>
Author(s) Patricia Gándara, Gabriel Baca Original Paper<BR>
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- A bilingual education for a monolingual test? The pressure to prepare for TAKS and its influence on choices for language of instruction in Texas elementary bilingual classrooms<BR>
Author(s) Deborah Palmer, Anissa Wicktor Lynch <FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-008-9100-0">http://dx.doi.org/10.1007/s10993-008-9100-0</a><BR>
</U></FONT>Original Paper<BR>
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- High-stakes math tests: How No Child Left Behind leaves newcomer English language learners behind<BR>
Author(s) Wayne E. Wright, Xiaoshi Li<BR>
<FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-008-9099-2">http://dx.doi.org/10.1007/s10993-008-9099-2</a><BR>
</U></FONT>Original Paper <BR>
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- Marginalizing English as a second language teacher expertise: The exclusionary consequence of No Child Left Behind<BR>
Author(s) Candace A. Harper, Ester J. Jong, Elizabeth J. Platt <FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-008-9102-y">http://dx.doi.org/10.1007/s10993-008-9102-y</a><BR>
</U></FONT>Original Paper <BR>
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- Charlene Rivera and Eric Collum (eds): State Assessment Policy and Practice for English Language Learners: A National Perspective<BR>
Author(s) Sean P. McGrew<BR>
<FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-008-9088-5">http://dx.doi.org/10.1007/s10993-008-9088-5</a><BR>
</U></FONT>Book Review <BR>
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- Guadalupe Valdés, Joshua A. Fishman, Rebecca Chávez, and William Pérez: <BR>
Developing Minority Language Resources: The Case of Spanish in California<BR>
Author(s) Jeffrey Bale<BR>
<FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-007-9074-3">http://dx.doi.org/10.1007/s10993-007-9074-3</a><BR>
</U></FONT>Book Review <BR>
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- Ofelia García, Tove Skutnabb-Kangas, and María Torres-Guzmán (eds): Imagining Multilingual Schools: Languages in Education and Glocalization (Linguistic Diversity and Language Rights)<BR>
Author(s) Rebecca Freeman Field<BR>
<FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-008-9092-9">http://dx.doi.org/10.1007/s10993-008-9092-9</a><BR>
</U></FONT>Book Review <BR>
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- Sonia Nieto and Patty Bode: Affirming Diversity: The Sociopolitical Context of Multicultural Education (5th ed.)<BR>
Author(s) Tatyana Kleyn<BR>
<FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-008-9091-x">http://dx.doi.org/10.1007/s10993-008-9091-x</a><BR>
</U></FONT>Book Review <BR>
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- Margo Gottlieb and Diep Nguyen, Assessment and Accountability in Language Education Programs<BR>
Author(s) F. Scott Walters<BR>
<FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-008-9098-3">http://dx.doi.org/10.1007/s10993-008-9098-3</a><BR>
</U></FONT>Book Review <BR>
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- Carole Edelsky: With Literacy and Justice for All: Rethinking the Social in Language and Education, 3rd edn. <BR>
Author(s) Amy Schwartz<BR>
<FONT COLOR="#0000FF"><U><a href="http://dx.doi.org/10.1007/s10993-007-9072-5">http://dx.doi.org/10.1007/s10993-007-9072-5</a><BR>
</U></FONT>Book Review <BR>
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