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Social Consequences of Testing for Language-minoritized Bilinguals in the United States (Bilingual Education & Bilingualism): 117 - Softcover
Book 116 of 158: Bilingual Education & Bilingualism
Synopsis
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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About the Author
Jamie L. Schissel is Assistant Professor in the Department of Teacher Education and Higher Education at the University of North Carolina at Greensboro, USA. Her research centers on testing and teaching in multilingual communities.
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Social Consequences of Testing for Language-minoritized Bilinguals in the United States
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Paperback. Condition: New. 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. Seller Inventory # LU-9781788922692
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Paperback. Condition: new. Paperback. 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. This book provides a cohesive historical narrative of the testing of language-minoritized bilinguals in the United States that centers the test-takers experiences. It demonstrates how testing has contributed to the historic, systemic marginalization of language-minoritized bilinguals and encourages efforts to dismantle these inequities. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9781788922692
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Social Consequences of Testing for Language-minoritized Bilinguals in the United States (117) (Bilingual Education & Bilingualism (117))
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Social Consequences of Testing for Language-minoritized Bilinguals in the United States
Published by
Multilingual Matters, GB, 2019
ISBN 10: 1788922697
ISBN 13: 9781788922692
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Paperback. Condition: New. 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. Seller Inventory # LU-9781788922692