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Words in Time and Place: Exploring Language Through the Historical Thesaurus of the Oxford English Dictionary

By David Crystal

Offers a unique view of the English language and its development, and includes witty commentary and anecdotes along the way.


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The Indo-European Controversy: Facts and Fallacies in Historical Linguistics

By Asya Pereltsvaig and Martin W. Lewis

This book "asserts that the origin and spread of languages must be examined primarily through the time-tested techniques of linguistic analysis, rather than those of evolutionary biology" and "defends traditional practices in historical linguistics while remaining open to new techniques, including computational methods" and "will appeal to readers interested in world history and world geography."


Academic Paper


Title: No Child Left Behind and its Effect on Language Policy
Author: Kate Menken
Email: click here TO access email
Homepage: http://web.gc.cuny.edu/Linguistics/people/menken/index.html
Institution: City University of New York
Linguistic Field: Sociolinguistics
Abstract: The most recent federal education policy in the United States, titled No Child Left Behind (NCLB), was passed into law in 2001. High-stakes testing is the core of NCLB, as tests are used to hold each school, district, and state accountable for student performance, therein affording the federal government greater control over the constitutionally decentralized national system of U.S. education. Because the tests being used are administered in English, English language learners (ELLs) typically fail to meet the law's annual progress requirements, resulting in serious consequences for the students and their schools. This article reviews research about the effects of NCLB on language policies in education. Empirical studies show that the law—which is at face value merely an educational policy—is in actuality a de facto language policy. After explaining the law's assessment mandates, this article provides analyses of the wording of NCLB from a language policy perspective. It also reviews studies about the limitations of the required tests as instruments to carry out the law's demands, and about the effects of the law on instruction and the educational experiences of ELLs.

CUP AT LINGUIST

This article appears IN Annual Review of Applied Linguistics Vol. 29, Issue 1, which you can READ on Cambridge's site or on LINGUIST .



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