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Direct linkMeyers, Coby – Peabody Journal of Education, 2012
American educational policies over the last 40 years have represented an uninterrupted movement toward centralization. This article analyzes three terms that have become critical to the centralization of American education. More specifically, this article reviews the development, language, and source of the thematic terms and associated language…
Descriptors: Educational Policy, Centralization, Vocabulary, Achievement Gap
Collins, James – Policy Futures in Education, 2015
"No Child Left Behind" is federal education legislation consisting of implementation programs intended to reconcile the goals of insuring equality while promoting competition in public education in the United States. Immigrant students whose primary languages are not English are included in the mandate of "NCLB," categorized as…
Descriptors: Educational Policy, Immigrants, At Risk Students, English Language Learners
Hanna, Patricia Lavon; Allen, Ann – Educational Policy, 2013
This analysis examines Arizona's English fluency evaluation initiative, which aims to address the fluency standards for teachers of English Language Learners (ELLs) set forth in the 2001 No Child Left Behind Act. The authors deploy a sociolinguistic framework to consider what components of teachers' language are being evaluated by the policy,…
Descriptors: Language Fluency, State Standards, English (Second Language), Guidelines
Hornberger, Nancy H.; Link, Holly – International Journal of Bilingual Education and Bilingualism, 2012
As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as "English language learners," in both English as a Second Language and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction…
Descriptors: Sociolinguistics, Federal Legislation, Bilingual Education, Standardized Tests
Au, Wayne W. – Multicultural Perspectives, 2009
The effects of high-stakes, standardized testing on the curriculum are discouraging the teaching of multicultural, anti-racist content. Test-influenced educational environments contribute to the reproduction of racial and cultural inequality in education. Using the lens of sociolinguistics, the author asserts that high-stakes, standardized tests…
Descriptors: Sociolinguistics, Testing, Standardized Tests, High Stakes Tests
Johnson, Eric J.; Brandt, Elizabeth A. – Harvard Journal of Hispanic Policy, 2009
Drawing from the surge of anti-bilingual education sentiments at the turn of the millennium, Ron Unz and the program he initiated, English for the Children, promoted Proposition 203 to dismantle bilingual and English as a second language (ESL) programs in Arizona's public schools. According to Unz's initiative, language-minority students were to…
Descriptors: Bilingual Education, English (Second Language), Bilingualism, Sociolinguistics
