English Language Learners Left Behind in Arizona: The Nullification of Accommodations in the Intersection of Federal and State Policies

Autor/in	Wright, Wayne E.
Titel	English Language Learners Left Behind in Arizona: The Nullification of Accommodations in the Intersection of Federal and State Policies
Quelle	In: Bilingual Research Journal, 29 (2005) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Federal Legislation; Second Language Learning; English (Second Language); Educational Change; Testing; School Restructuring; Language Planning; Inclusive Schools; High Stakes Tests; Accountability; Educational Policy; Testing Accommodations; Arizona + Suchen Sie Ihr Suchwort? Bundesrecht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsreform; Testdurchführung; Testen; Schulreformplan; Schulumwandlung; Sprachwechsel; Inclusive school; Integrative Schule; Verantwortung; Politics of education; Bildungspolitik; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	Current educational reform efforts in Arizona involve three major federal and state language and assessment policies: (a) AZ LEARNS (2001), Arizona's high-stakes testing and school accountability program; (b) No Child Left Behind (2002); and (c) Proposition 203 (2000), which places restrictions on programs for English language learner (ELL) students. Each policy calls for the full inclusion of ELLs in statewide high-stakes testing. These policies are analyzed from frameworks of educational language policy. The findings reveal that these school reform efforts function as restricted-oriented language policies, particularly as the three policies intersect. Furthermore, it is found that most of the accommodations for ELLs called for within these policies are nullified in the intersection, especially at the level of interpretation and implementation. The remaining accommodation-oriented policies are less helpful to ELLs, and may in fact be more beneficial to state policy actors by masking the harmful effects their restricted-oriented policies are having on ELL students. Suggestions for improving this situation are considered in the Conclusion. (Author).
Anmerkungen	National Association for Bilingual Education, 1030 15th Street, NW, Suite 470, Washington, DC, 20005. Tel: 202-898-1829; Fax: 202-789-2866; e-mail: nabe@nabe.org; Web site: http://www.nabe.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10