Borrowing Legitimacy as English Learner (EL) Leaders: Indiana's 14-Year History with English Language Proficiency Standards

Autor/in	Morita-Mullaney, Trish
Titel	Borrowing Legitimacy as English Learner (EL) Leaders: Indiana's 14-Year History with English Language Proficiency Standards
Quelle	In: Language Testing, 34 (2017) 2, S.241-270 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532216653430
Schlagwörter	Language Proficiency; English (Second Language); Second Language Learning; Feminism; Academic Standards; English Language Learners; State Standards; Educational History; School Districts; Instructional Leadership; Bilingualism; Program Content; Administrator Attitudes; Performance Based Assessment; Leadership Training; Educational Policy; Alternative Assessment; Testing Accommodations; Educational Legislation; Federal Legislation; Interviews; Indiana + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Feminismus; History of education; Bildungsgeschichte; School district; Schulbezirk; Instruction; Leadership; Bildung; Erziehung; Führung; Bilingualismus; Programmgestaltung; Leistungsermittlung; Führungslehre; Politics of education; Bildungspolitik; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Bildungsrecht; Schulgesetz; Bundesrecht; Interviewing; Interviewtechnik
Abstract	English language proficiency or English language development (ELP/D) standards guide how content-specific instruction and assessment is practiced by teachers and how English learners (ELs) at varying levels of English proficiency can perform grade-level-specific academic standards in K-12 US schools. With the transition from the state-developed Indiana ELP/D standards adopted in 2003 to the World Class Instructional Design and Assessment (WIDA) English language development standards adopted in 2013, this paper explores Indiana's ELP/D standard's 14-year history and how its district EL/Bilingual district leaders have interpreted and implemented these two sets of standards between the school years 2002-03 and 2015-16. Using critical leadership and feminism within a narrative design, EL/Bilingual leaders illuminate distinct leadership logics as they mediate and implement ELP/D standards in their districts. Academic content standards are regarded with greater privilege, complicating how EL/Bilingual leaders can position ELP/D standards. Restricted by this standards hierarchy, EL/Bilingual leaders found limited educational venues in which to discuss the performance-based nature of ELP/D standards. Implications for assessment, policy, and leadership preparation are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01