A Catch-22 for Language Learners

Autor/in	Wright, Wayne E.
Titel	A Catch-22 for Language Learners
Quelle	In: Educational Leadership, 64 (2006) 3, S.22-27 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Stellungnahme; Second Language Learning; Educational Improvement; High Stakes Tests; English (Second Language); Limited English Speaking; Federal Legislation; Language Proficiency; Student Needs + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Teaching improvement; Unterrichtsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Bundesrecht; Language skill; Language skills; Sprachkompetenz
Abstract	NCLB is leaving English language learners behind because it defies logic and common sense, is internally self-contradictory, and sets AYP expectations that the subgroup cannot possibly attain. Although the U.S. Department of Education allows states to use a variety of strategies to avoid having a Limited English Proficiency (LEP) subgroup, few teachers and administrators are aware of these and spend precious time, energy, and resources preparing English learners for taking high-stakes tests. English language learners should be excluded from the regular state tests, at least until they have enough English proficiency to meaningfully participate. Instead of narrowly focusing on preparing English language learners for state tests, teachers should focus on meeting students' linguistic, cultural, and academic needs. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10