Review of English learners left behind: Standardized testing as language policy

Autores/as

  • Betsy Gilliland

DOI:

https://doi.org/10.14507/er.v0.2133

Citas

Evans, B. A., & Hornberger, N. H. (2005). No Child Left Behind: Repealing and unpeeling federal language education policy in the United States Language Policy, 4(1), 87-106.

Gándara, P., & Baca, G. (2008). NCLB and California’s English language learners: The perfect storm. Language Policy, 7(3), 201-216.

Harper, C., Platt, E., Naranjo, C., & Boynton, S. (2007). Marching in unison: Florida ESL teachers and No Child Left Behind. TESOL Quarterly, 41(3), 642-651.

Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401-427.

Shaul, M. S., & Ganson, H. C. (2005). The No Child Left Behind Act of 2001: The federal government's role in strengthening accountability for student performance. Review of Research in Education, 29, 151-154.

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Cómo citar

Gilliland, B. (2015). Review of English learners left behind: Standardized testing as language policy. Reseñas Educativas, 16. https://doi.org/10.14507/er.v0.2133

Número

Vol. 16 (2009)

Sección

Reseñas de libros

Licencia

 

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Todo conteúdo Education Review / Reseñas Educativas / Resenhas Educativas de 1998-2020 tem uma licença Creative Commons anterior: http://creativecommons.org/licenses/by-nc-sa/3.0