New article -

Carol Myers-Scotton CarolMS at
Wed Feb 18 18:28:40 UTC 2004

which number is this article in?  I couldn't find it on the web site.

Carol Myers-Scotton
Emerita Carolina Distinguished Professor
Linguistics Program and
English Department 1620 College St.
University of South Carolina
Columbia SC 29208 USA
Phone: (803)-777-2258
Fax: (803) 777-9064
carolms at

>>> Wayne.Wright at 2/18/2004 11:30:46 AM >>>
Several people have expressed interest in getting a copy of our recent
article--Against the Undertow: Language Minority Education Policy and
Politics in the "Age of Accountability"

It is possible to view the article for free on-line for a limited time
(up to March 31).

If interested, go to the Education Policy journal website:

and click on "free access."

It is a bit of a cumbersome process, and requires a short registration

If you have any difficulty, please let me know and I can help you
a copy.


----- Original Message -----

From: "Wayne Wright" <Wayne.Wright at>

To: <BILING at>

Sent: Wednesday, February 18, 2004 6:50 AM


The following article was recently published in the journal, Education
Policy, (Vol. 18, No. 1, pp. 142-168)

Against the Undertow: Language Minority Education Policy and Politics
the "Age of Accountability"

Terrence G. Wiley & Wayne E. Wright

Arizona State University


This article reviews historical and contemporary policies, ideologies,
and educational prescriptions for language-minority students. It notes
language and literacy policies historically have been used as
instruments of social control and that racism and linguistic
have often been closely linked with antecedents in the colonial and
early nationalistic periods as well as in nativists thought of the
century. The article concludes that the contemporary English-only and
antibilingual education movements share features reminiscent of the
restrictionism of early periods. The article next assesses policies of
the federal and state governments in accommodating language-minority
students. Current debates over appropriate assessment of
language-minority students are backgrounded against the history of the
testing movement. Recent research on high-stakes testing is reviewed
with the conclusion that it is not improving the quality of teaching
learning and appears to be having a negative effect for
language-minority students.

Wayne E. Wright


Language Policy Research Unit

Education Policy Studies Laboratory

Arizona State University

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