Agency in Constrained Spaces: How English Learners and Their Teachers Negotiate the Power of High-Stakes Exams

Autor/in	Leo, Aaron
Titel	Agency in Constrained Spaces: How English Learners and Their Teachers Negotiate the Power of High-Stakes Exams
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 2, S.351-374 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3149
Schlagwörter	English Language Learners; Secondary School Teachers; Secondary School Students; High Stakes Tests; Teacher Student Relationship; Power Structure; Personal Autonomy; New York + Suchen Sie Ihr Suchwort? Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie
Abstract	The growing influence of high-stakes exams has had drastic impacts on English learners and their teachers. The linguistic demands of these exams have harmed English learners' aspirations and attainment, while teachers are pressured to teach to the test and replace critical approaches to language learning with practices designed to encourage rapid language acquisition. Despite their constraining effects, educators, and students often find ways to assert agency and disrupt the hegemony of high-stakes exams. This article draws on ethnographic data gathered over a year in a secondary school in New York State to illustrate the ways in which English learners and their teachers negotiate spaces of agency amid the power of high-stakes exams. These findings illustrate the power and presence of high-stakes exams on English learners while also highlighting the avenues of agency taken by educators and students as they rework aspects of the educational policy through classroom practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01