ERIC Number: EJ734944
Record Type: Journal
Publication Date: 2006
Constructing Accountability Performance for English Language Learner Students: An Unfinished Journey Toward Language Minority Rights
Black, William R.
Educational Policy, v20 n1 p197-224 2006
In this article, I examine the assimilationist assumptions embedded in the development and implementation of the Texas Reading Proficiency Test in English (RPTE). The RPTE was designed as a developmental bridge for English language learner (ELL) students to perform on the English Texas Assessment of Knowledge and Skills (TAKS). These assumptions are revealed in the policy language and modification process. They are also negotiated and reconstructed in a school site, Marquez Elementary. I draw from a prior ethnographic study of Marquez to portray local practices and discourses of ELLs and accountability. As these accountability performance policies targeting ELLs circulate through a particular school, the space available for bilingual education is subsumed to performance-oriented mandates, symbols, and ideology. Consequently, the RPTE to TAKS accountability policy design privileges assimilationist discourse and subtly promotes the imposition of earlier transition models of bilingual and ELL education at the local level. (Contains 11 notes.)
Descriptors: Acculturation, Accountability, Language Minorities, Language Proficiency, Language Tests, Reading Tests, Educational Policy, English (Second Language), Second Language Learning, Bilingual Education, State Standards, Academic Achievement, Student Rights
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Texas