| Description |
xiii, 143 pages ; illustrations ; 24 cm. |
| Series |
Language and literacy series |
|
Language and literacy series (New York, N.Y.)
|
| Bibliography |
Includes bibliographical references (pages 107-129) and index. |
| Contents |
1. When testing and language learning are synonymous : Introducing the California context ; In Ms. Romano's classroom: setting goals for and with English language learners ; Organization of the book -- 2. High-volume, high-stakes testing in elementary schools : Accountability and surveillance in the elementary classroom ; Sorting out the effects of standardized tests ; A classroom conversation about testing ; Consequences and solutions: what is wrong and how to fix it -- 3. Using mandated, structured curricula with English language learners : The lure of science and success ; Opposition to structured curricula ; Instructional practices and literacy events in the structured curriculum classroom ; Consequences of using structured curricula ; Limited time and available meaningful opportunities for ELD ; Implications: what to keep, what to remove, what to substitute -- 4. Grappling with the complexities of a classroom of English language learners : From beginner to English only, and everything in between ; Overarching issues and recommendations: how to help English language learners -- 5. Learning to teach in the age of Accountability : Preparing teacher candidates to teach ELLs in the age of accountability ; Assessing teacher candidates ; Teaching in a value-added world ; Educating and supporting teachers of ELLs in high-stakes settings ; Contextualizing teacher education in the age of accountability -- 6. Policy and practice changes in assessment and instruction : One standardized, large-scale content-area test per educational level ; Policy changes in the assessment of English language learners ; Policy and content changes for teacher education regarding English language learners ; In closing: Learning in the age of accountability. |
| Summary |
This timely book explores what is often overlooked in policy debates about the education of English language learners: how the day-to-day dynamics of the classroom are affected by high-stakes testing and the pressures students and teachers experience and internalize as a result. The author presents and analyzes classroom observations, student work, and test scores, as well as interviews with students and teachers. A disturbing picture of today's overtested public school classroom emerges from the events and practices described in this book. While hard to believe, all the depictions presented took place in a real elementary school classroom and reflect the current culture of extreme accountability. -- Publisher description |
| Subject |
English language -- Study and teaching -- Foreign speakers.
|
|
Language and languages -- Study and teaching.
|
|
English language -- Ability testing.
|
|
Education -- Social aspects -- United States.
|
|
Critical pedagogy -- United States.
|
| ISBN |
9780807752470 paperback alkaline paper |
|
0807752479 paperback alkaline paper |
|
9780807752487 hardcover alkaline paper |
|
0807752487 hardcover alkaline paper |
|
