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ERIC Number: EJ834856
Record Type: Journal
Publication Date: 2009-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0013-1725
English Language Learners and Complexity Theory: Why Current Accountability Systems Do Not Measure Up
Pappamihiel, N. Eleni; Walser, Tamara M.
Educational Forum, v73 n2 p133-140 Apr 2009
Schools struggle to accurately assess nonnative speakers of English using accountability systems that somehow do not capture the complexity of the issues at hand. This article discusses topics surrounding the assessment of English language learners and how these issues have been oversimplified by such processes as the No Child Left Behind legislation. The case is made that English language learning is a complex system, holistic, nonlinear, and constantly evolving; however, current assessment practices do not address this complexity.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A