Shifting language orientations: impact of state-mandated assessments on dual language educators’ language ideologies

References

• Beeman, K., and C. Urow. 2013. Teaching for Biliteracy: Strengthening Bridges Between Languages. Philadelphia, PA: Caslon Publishing.
   Google Scholar
• Cervantes-Soon, C. G. 2014. “A Critical Look at Dual Language Immersion in the New Latin@ Diaspora.” Bilingual Research Journal 37 (1): 64–82. doi:10.1080/15235882.2014.893267.
   Google Scholar
• Cervantes-Soon, C. G., L. M. Dorner, D. Palmer, D. Heiman, R. Schwerdtfeger, and J. Choi. 2017. “Combating Inequalities in Two-way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces.” Review of Research in Education 41 (1): 403–427. doi:10.3102/0091732X17690120.
   Web of Science ®Google Scholar
• Cervantes-Soon, C. G., J. Gambrell, G. S. Kasun, W. Sun, J. A. Freire, and L. M. Dorner. 2021. ““Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education.” Journal of Language, Identity & Education 20 (6): 394–410. doi:10.1080/15348458.2020.1753201.
   Web of Science ®Google Scholar
• Dorner, L. M., and C. G. Cervantes-Soon. 2020. “Equity for Students Learning English in Dual Language Bilingual Education: Persistent Challenges and Promising Practices.” TESOL Quarterly 54 (3): 535–547. doi:10.1002/tesq.599.
   Web of Science ®Google Scholar
• Fairclough, N. 2015. Language and Power. 3rd ed. New York, NY: Pearson Education.
   Google Scholar
• Flores, N., and J. L. Schissel. 2014. “Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards-Based Reform.” TESOL Quarterly 48 (3): 454–479. doi:10.1002/tesq.182.
   Web of Science ®Google Scholar
• Foucault, M. 1980. Knowledge/Power: Selected Interviews and Other Writings, 1972–1977. New York: Pantheon.
   Google Scholar
• Gándara, P., and R. Slater. 2018. “Confronting the Equity Issues in Dual Language Immersion Programs.” The Civil Rights Project. A Summary of the 2018 UCLA Forum on Equity and DL Education, December.
   Google Scholar
• García, O. 2020. “Translanguaging and Latinx Bilingual Readers.” The Reading Teacher 73 (5): 557–562. doi:10.1002/trtr.1883.
   Web of Science ®Google Scholar
• García, O., and C. E. Sylvan. 2011. “Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities.” The Modern Language Journal 95 (3): 385–400. doi:10.1111/j.1540-4781.2011.01208.x.
   Web of Science ®Google Scholar
• García, O., and R. Torres-Guevara. 2009. “Monoglossic Ideologies and Language Policies in the Education of US Latinas/os.” In Handbook of Latinos and Education: Theory, Research, and Practice, edited by J. S. Muñoz, M. Machado-Casas, J. E. G. Murillo, and C. Martinez, 182–193. New York, NY: Taylor & Francis.
   Google Scholar
• Hornberger, N. H. 2002. “Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach.” Language Policy 1 (1): 27–51. doi:10.1023/A:1014548611951.
   Google Scholar
• Hornberger, N. H., and D. C. Johnson. 2007. “Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice.” TESOL Quarterly 41 (3): 509–532. doi:10.1002/j.1545-7249.2007.tb00083.x.
   Web of Science ®Google Scholar
• Johnson, D. C. 2010. “Implementational and Ideological Spaces in Bilingual Education Language Policy.” International Journal of Bilingual Education and Bilingualism 13 (1): 61–79. doi:10.1080/13670050902780706.
   Web of Science ®Google Scholar
• Johnson, D. C., C. Stephens, and S. G. Lynch. 2018. “The Past is Prologue: Language Policy and Nativism in New Immigrant Contexts.” Journal of Language and Politics 3: 366–385.
   Google Scholar
• Lillie, K. E., A. Markos, M. B. Arias, and T. G. Wiley. 2012. “Separate and Not Equal: The Implementation of Structured English Immersion in Arizona’s Classrooms.” Teachers College Record: The Voice of Scholarship in Education 114: 1–33. doi:10.1177/016146811211400906.
   PubMed Web of Science ®Google Scholar
• Lindholm-Leary, K. 2012. “Success and Challenges in Dual Language Education.” Theory Into Practice 51 (4): 256–262. doi:10.1080/00405841.2012.726053.
   Web of Science ®Google Scholar
• Malsbary, C. B., and M. H. Appelgate. 2016. “Working Downstream: A Beginning EL Teacher Negotiating Policy and Practice.” Language Policy 15 (1): 27–47. doi:10.1007/s10993-014-9347-6.
   Web of Science ®Google Scholar
• Menken, K. 2006. “Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners.” Bilingual Research Journal 30 (2): 521–546. doi:10.1080/15235882.2006.10162888.
   Google Scholar
• Menken, K. 2008a. English Learners Left Behind: Standardized Testing as Language Policy. Tonawanda, NY: Multilingual Matters.
   Google Scholar
• Menken, K. 2008b. “High-Stakes Tests as de Facto Language Education Policies.” In Encyclopedia of Language and Education, edited by E. Shohamy and N. H. Hornberger, 401–413. New York, NY: Springer US.
   Google Scholar
• Menken, K., and O. García, eds. 2010. Negotiating Language Education Policies: Educators as Policymakers. New York: NY: Routledge.
   Google Scholar
• Merriam, S. B., and E. J. Tisdell. 2016. Qualitative Research-A Guide to Design and Implementation. 4th ed. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• Migration Policy Institute. 2020. English Learners in K-12 Education by State. Washington, DC: Migration Policy Institute.
   Google Scholar
• Miles, M. B., A. M. Huberman, and J. Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Paciotto, C., and G. Delany-Barmann. 2011. “Planning Micro-Level Language Education Reform in new Diaspora Sites: Two-way Immersion Education in the Rural Midwest.” Language Policy 10 (3): 221–243. doi:10.1007/s10993-011-9203-x.
   Web of Science ®Google Scholar
• Palmer, D. K. 2009. “Middle-Class English Speakers in a Two-Way Immersion Bilingual Classroom: “everybody Should Be Listening to Jonathan Right Now … ”.” TESOL Quarterly 43 (2): 177–202. doi:10.1002/j.1545-7249.2009.tb00164.x.
   Web of Science ®Google Scholar
• Palmer, D. K., C. G. Cervantes-Soon, L. M. Dorner, and D. Heiman. 2019. “Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-way Dual Language Education.” Theory Into Practice 58 (2): 121–133. doi:10.1080/00405841.2019.1569376.
   Web of Science ®Google Scholar
• Palmer, D. K., and A. W. Lynch. 2008. “A Bilingual Education for a Monolingual Test? The Pressure to Prepare for TAKS and its Influence on Choices for Language of Instruction in Texas Elementary Bilingual Classrooms.” Language Policy 7 (3): 217–235. doi:10.1007/s10993-008-9100-0.
   Google Scholar
• Palmer, D. K., R. A. Martínez, S. G. Mateus, and K. Henderson. 2014. “Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom.” The Modern Language Journal 98 (3): 757–772. doi:10.1111/modl.12121.
   Web of Science ®Google Scholar
• Park, G. 2021. “Testing and Language Policy: The Social Consequences of State-mandated Assessments on a Dual Language Program.” Unpublished doctoral diss., The University of Iowa.
   Google Scholar
• Ricento, T. K., and N. H. Hornberger. 1996. “Unpeeling the Onion: Language Planning and Policy and the ELT Professional.” TESOL Quarterly 30 (3): 401–427. doi:10.2307/3587691.
   Web of Science ®Google Scholar
• Ruiz, R. 1984. “Orientations in Language Planning.” NABE Journal 8 (2): 15–34. doi:10.1080/08855072.1984.10668464.
   Google Scholar
• Saldaña, J. 2016. The Coding Manual for Qualitative Researchers. 3rd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Shohamy, E. 2001. The Power of Tests: A Critical Perspective on the Uses of Language Tests. Harlow: Routledge.
   Google Scholar
• Shohamy, E. G. 2006. Language Policy: Hidden Agendas and New Approaches. London: Routledge.
   Google Scholar
• Valdés, G. 2018. “Analyzing the Curricularization of Language in two-way Immersion Education: Restating two Cautionary Notes.” Bilingual Research Journal 41 (4): 388–412. doi:10.1080/15235882.2018.1539886.
   Web of Science ®Google Scholar
• Wiliam, D. 2010. “Standardized Testing and School Accountability.” Educational Psychologist 45 (2): 107–122. doi:10.1080/00461521003703060.
   Web of Science ®Google Scholar
• Wright, W. 2002. “The Effects of High Stakes Testing on an Inner-City Elementary School: The Curriculum, the Teachers, and the English Language Learners.” Current Issues in Education 5 (5): 1–23. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1622.
   Google Scholar
• Wright, W. 2019. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. 3rd ed. Philadelphia, PA: Caslon Publishing.
   Google Scholar
• Zúñiga, C. E. 2016. “Between Language as Problem and Resource: Examining Teachers’ Language Orientations in Dual-Language Programs.” Bilingual Research Journal 39 (3-4): 339–353. doi:10.1080/15235882.2016.1242438.
   Web of Science ®Google Scholar
• Zúñiga, C. E., K. I. Henderson, and D. K. Palmer. 2018. “Language Policy Toward Equity: How Bilingual Teachers Use Policy Mandates to their Own Ends.” Language and Education 32 (1): 60–76. doi:10.1080/09500782.2017.1349792.
   Web of Science ®Google Scholar