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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'No Child Left Behind and its Effect on Language Policy'
Author: KateMenken
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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