In the wake of recent federal legislation, high-stakes standardized testing is being emphasized in educational systems across the US for all students, including English language learners
(ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. Menken (linguistics, Queens College, City University of New York)
argues that tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what languages. She focuses on New York City schools as an example
of how schools have responded to testing mandates. Distributed in the US by UTP Distribution. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)
