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Intersection of language and assessm...

Wright, Wayne E.

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Intersection of language and assessment policies for English language learners in Arizona.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Intersection of language and assessment policies for English language learners in Arizona./
作者:	Wright, Wayne E.
面頁冊數:	379 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0389.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123646
ISBN:	0496709577

Intersection of language and assessment policies for English language learners in Arizona.
Wright, Wayne E.

Intersection of language and assessment policies for English language learners in Arizona. - 379 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0389.

Thesis (Ph.D.)--Arizona State University, 2004.

This study is an interpretive policy analysis of three intersecting educational language and assessment policies in Arizona and the implications for English language learners (ELLs): (a) AZ Learns, Arizona's school accountability program, (b) Proposition 203, which places restrictions on bilingual education programs, and (c) No Child Left Behind. These policies are analyzed from the frameworks of education and language policy analysis. The conceptual framework focuses on the meanings/interpretations given to the policies by various policy actors and stakeholders at the state-level, value and power conflicts between policy actors and stakeholders, policy actors' exercises of power to implement the policies according to their own interpretations, and the implications for ELLs.

ISBN: 0496709577Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Intersection of language and assessment policies for English language learners in Arizona.
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500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0389.
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502 $a Thesis (Ph.D.)--Arizona State University, 2004.
520 $a This study is an interpretive policy analysis of three intersecting educational language and assessment policies in Arizona and the implications for English language learners (ELLs): (a) AZ Learns, Arizona's school accountability program, (b) Proposition 203, which places restrictions on bilingual education programs, and (c) No Child Left Behind. These policies are analyzed from the frameworks of education and language policy analysis. The conceptual framework focuses on the meanings/interpretations given to the policies by various policy actors and stakeholders at the state-level, value and power conflicts between policy actors and stakeholders, policy actors' exercises of power to implement the policies according to their own interpretations, and the implications for ELLs.
520 $a Qualitative research methodologies were utilized to analyze official and related policy documents, newspaper articles, and data collected from observations of policy events. Policy artifacts (e.g., policy texts, and the symbolic language, objects and acts of policy actors and other stakeholders) were identified in the data record and analyzed using the conceptual framework.
520 $a The findings reveal that state-level policy actors operate with different values than advocates for ELLS; however, ultimately, economic values in the self-interest of the state drive accountability policy. Policy actors use multiple sources of power and policy instruments to enforce their interpretations of policy. The three policies, and the nature of their intersection, are language-restricted-oriented, resulting in ill-defined English-only education programs and full inclusion of ELLs in high-stakes standardized testing only in English. Most of the provisions associated with these policies that are designed to accommodate the needs of ELL students (e.g., bilingual education, waivers from Proposition 203, exclusion from English-only tests, testing in the native language, linguistic accommodations during testing, etc.) became nullified as the policies intersected. Those remaining accommodation-oriented policies are less helpful to ELLs, or may be more beneficial to state-level policy actors than to the ELLs themselves (e.g., making ELLs take tests, but excluding their scores from school accountability formulas). The study concludes with implications for future language and assessment policies for ELLs.
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