The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District Page: I
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Piia-Hinojosa, Isabella, The impact of language planning and policy on high
school lonq-term Enqlish language learners in a selected north Texas urban district.
Doctor of Education (Curriculum and Instruction), December 2007, 135 pp., 23 tables, 2
illustrations, reference list, 101 titles.
Language policy reform movements have increased accountability in order for
schools to improve student achievement and measure the progress of English language
learners. The number of English language learners (ELLs) has grown significantly in the
school population, yet the level of academic achievement for this population continues
to lag. Language planning and policy provide critical decisions about how to measure
what students know in all subjects. In 1999, the 76th Texas Legislature approved the
assessment of the state curriculum to account for student learning while nationally the
No Child Left Behind Act (NCLB) requires assessment and accountability to measure
what students know. Long term English language learners (LTELs) in high school are of
particular concern because they have not been able to meet standards on the state's
assessments. These assessments are used for national NCLB accountability under
Annual Yearly progress (AYP) indicators, the state's accountability and the Texas
graduation criteria. The purpose of this study has been to examine the impact of
educational language planning and policy on LTELs who have lived and attended US
schools for more than four school years.
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Piña-Hinojosa, Isabella. The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District, dissertation, December 2007; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc5131/m1/2/: accessed April 20, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .