8. High-Stakes Testing and Language Un-Planning: Theoretical Implications of Testing as Language Policy

Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Acknowledgements vii
4. Part 1: Language Policy Context
5. 1. Introduction 3
6. 2. Language Policy, Federal Education Legislation and English Language Learners in the United States 13
7. 3. The New York Case: The Local Implementation of a National Policy 36
8. Part 2: Standardized Tests in Daily School Life
9. 4. Tongue-Tied: The Linguistic Challenges that Standardized Tests Pose for English Language Learners 63
10. 5. The Ones Left Behind: How High-Stakes Tests Impact the Lives and Schooling Experiences of ELL Students 97
11. 6. ‘Teaching to the Test’ as Language Policy: The Focus on Test Preparation in Curriculum and Instruction for ELLs 118
12. Part 3: Expansion and Recommendations
13. 7. Higher Expectations vs. Language as Liability: Why the Drawbacks of Accountability Outweigh the Benefits for English Language Learners 141
14. 8. High-Stakes Testing and Language Un-Planning: Theoretical Implications of Testing as Language Policy 160
15. 9. Moving Forward: Embracing Multilingual Language Policies from the Top-Down to the Bottom-Up 181
16. Notes 189
17. References 191
18. Index 204