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The Language Demands of School: Putting Academic English to the Test


reviewed by Avary Carhill — February 01, 2008

coverTitle: The Language Demands of School: Putting Academic English to the Test
Author(s): Alison L. Bailey (Ed.)
Publisher: Yale University Press, New Haven
ISBN: 0300109466, Pages: 226, Year: Nov 28, 2006
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Today, more than one in five school age children in the United States is the child of immigrants, and projections suggest that this ratio will increase to one child out of three by 2040 (Hernández, Denton, & Macartney, 2007). As the school-age population continues to diversify, standardized tests have steadily increased in quantity and significance in American schools. All students need to acquire specialized oral and written English in order to participate successfully in schooling. For English learners and children from linguistically diverse communities, the language of schooling plays an especially prominent role in academic success or failure. English learners have become the flashpoint in a national debate about how to measure learning inclusively. The often unarticulated relationship between language and learning drives policy and praxis today.  Debates about ‘adequate yearly progress’ and how well students are ‘learning English’ could greatly benefit from accurate representation of the relationship between content-area... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: February 01, 2008
http://www.tcrecord.org ID Number: 14967, Date Accessed: 12/15/2017 2:47:32 PM

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About the Author
  • Avary Carhill
    New York University
    E-mail Author
    AVARY CARHILL’s research focuses on the roles of peer social networks and school context in individual language learning among adolescent immigrant students. She is currently a research assistant at Immigration Studies at NYU and she teaches a graduate seminar in Educational Linguistics at New York University.
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