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This book constructs a historical narrative to examine the social
consequences of testing faced by language-minoritized bilinguals in
the United States. These consequences are understood with respect
to what language-minoritized bilinguals faced when they have sought
(1) access to civic participation (2) entry into the United States,
(3) education in K-12 Schools, and (4) higher education
opportunities. By centering the test-taker perspective with a
use-oriented testing approach, the historical narrative describes
the cumulative nature of these consequences for this community of
individuals, which demonstrates how the mechanism of testing -
often in conjunction with other structural and political forces -
has contributed to the historic, systemic marginalization of
language-minoritized bilinguals in the United States. By viewing
these experiences with respect to consequential validity, the book
poses questions to those involved in testing to not only
acknowledge these histories, but to actively and explicitly
incorporate efforts to dismantle these legacies of discrimination.
The conclusions drawn from the historical analysis add an important
perspective for educators and researchers concerned with inequities
in the testing of language-minoritized bilinguals.
To respond to the multilingual turn in language education, this
volume constitutes a challenge to the traditional, monolingual, and
native speakerism paradigm in the field of Teaching English to
Speakers of Other Languages (TESOL) through a translanguaging lens.
The chapters offer complex global perspectives - with contributions
from five continents - to open critical conversations on how to
conceptualize and implement translanguaging in teacher education
and classrooms of various contexts. The researchers exhibit a
shared commitment to transforming TESOL profession that values
teachers' and learners' full linguistic repertoires. This volume
should prove a valuable resource for students, teachers, and
researchers interested in English teaching and learning, applied
linguistics, second language acquisition, and social justice.
To respond to the multilingual turn in language education, this
volume constitutes a challenge to the traditional, monolingual, and
native speakerism paradigm in the field of Teaching English to
Speakers of Other Languages (TESOL) through a translanguaging lens.
The chapters offer complex global perspectives - with contributions
from five continents - to open critical conversations on how to
conceptualize and implement translanguaging in teacher education
and classrooms of various contexts. The researchers exhibit a
shared commitment to transforming TESOL profession that values
teachers' and learners' full linguistic repertoires. This volume
should prove a valuable resource for students, teachers, and
researchers interested in English teaching and learning, applied
linguistics, second language acquisition, and social justice.
This book constructs a historical narrative to examine the social
consequences of testing faced by language-minoritized bilinguals in
the United States. These consequences are understood with respect
to what language-minoritized bilinguals faced when they have sought
(1) access to civic participation (2) entry into the United States,
(3) education in K-12 Schools, and (4) higher education
opportunities. By centering the test-taker perspective with a
use-oriented testing approach, the historical narrative describes
the cumulative nature of these consequences for this community of
individuals, which demonstrates how the mechanism of testing -
often in conjunction with other structural and political forces -
has contributed to the historic, systemic marginalization of
language-minoritized bilinguals in the United States. By viewing
these experiences with respect to consequential validity, the book
poses questions to those involved in testing to not only
acknowledge these histories, but to actively and explicitly
incorporate efforts to dismantle these legacies of discrimination.
The conclusions drawn from the historical analysis add an important
perspective for educators and researchers concerned with inequities
in the testing of language-minoritized bilinguals.
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