A Bilingual Education for a Monolingual Test? The Pressure to Prepare for TAKS and Its Influence on Choices for Language of Instruction in Texas Elementary Bilingual Classrooms

Autor/inn/en	Palmer, Deborah; Lynch, Anissa Wicktor
Titel	A Bilingual Education for a Monolingual Test? The Pressure to Prepare for TAKS and Its Influence on Choices for Language of Instruction in Texas Elementary Bilingual Classrooms
Quelle	In: Language Policy, 7 (2008) 3, S.217-235 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-008-9100-0
Schlagwörter	Bilingual Education; Language of Instruction; Monolingualism; Elementary School Students; English (Second Language); Bilingualism; Educational Policy; Spanish; Second Language Learning; Second Language Instruction; High Stakes Tests; Accountability; Elementary School Teachers; Teacher Attitudes; Interviews; Testing; Texas + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Politics of education; Bildungspolitik; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Testdurchführung; Testen
Abstract	A tension exists for teachers in Texas bilingual third and fifth grade classrooms between state and local bilingual education policy, which encourages them to transition students gradually from Spanish into English instruction while providing bilingual support; and state and federal accountability policy, which requires them to choose a single language for each child's high-stakes test. Interview data from teachers in six Texas elementary schools suggest that the high-stakes Texas Assessment of Knowledge and Skills (TAKS), a test offered in both English and Spanish in 3rd-6th grades and used for school and district rankings at both state and federal levels, drives teachers' decisions with regards to language of instruction for their students. We argue that children who test in Spanish will be taught in Spanish, with little attention to the transition process until the testing pressures are lifted; children who test in English will be taught in English, with little attention to the support in their primary language that may determine their ability to succeed on a test in their second language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10