English Language Learners and Complexity Theory: Why Current Accountability Systems Do Not Measure Up

Abstract

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.

N. Eleni Pappamihiel is an Assistant Professor at the University of North Carolina Wilmington. Her research interests include the improvement of academic outcomes for English language learners in mainstream classrooms, as well as issues of assessment.

Tamara M. Walser is an Assistant Professor in the Department of Educational Leadership at the University of North Carolina Wilmington. She is currently studying the use of systems science in educational assessment and program evaluation to better address the complexity of social systems.