book announcement: ENGLISH LEARNERS LEFT BEHIND: Standardized Testing as Language Policy

[Harold Schiffman]

Forwarded from Multilingual Matters

ENGLISH LEARNERS LEFT BEHIND Standardized Testing as Language Policy

Kate Menken, Queens College of the City University of New York (CUNY)





Key Features

• Shares the human stories of how recent testing policy is affecting
schools and the daily lives of teachers and students



• Language policy in the US is examined from top-down and bottom-up
perspectives in both a practical and theoretical

way



Description

This book explores how high-stakes tests mandated by No Child Left
Behind have become de facto language policy in U.S. schools, detailing
how testing has shaped curriculum and instruction, and the myriad ways
that tests are now a defining force in the daily lives of English
Language Learners and the educators who serve them.



Contents

Acknowledgement



PART 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 Policy



PART 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 Test" as Language Policy: The Focus on Test
Preparation in Curriculum and Instruction for ELLs



PART 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



Author information

Kate Menken is an Assistant Professor of Linguistics and Teaching
English to Speakers of Other Languages (TESOL) at Queens College of
the City University of New York (CUNY), and a Research Fellow at the
Research Institute for the Study of Language in an Urban Society at
the CUNY Graduate Center. Previously, she was a teacher of English as
a second language.



Bilingual Education & Bilingualism 210 x 148 (A5) 15 January 2008 c 216pp


Series Bilingual Education & Bilingualism Cat 110




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