School reform, standards testing and English language learners

Abstract

Interviews with state and local education officials in Oregon and Washington, USA, explored how American educators serving English language learners addressed their students' needs as they face the high-stakes assessments mandated by school reform legislation. Respondents believed the standards would make schools and education agencies more accountable for English language learner success, but also acknowledged that schools lacked the resources, skills, and will to fulfil the promise of high standards for English language learner students. They also noted the complexity of English language learner needs, the lack of proven curricular strategies, and the burdens placed even on those teachers who welcome English language learners in their classrooms. Politics plays a role in the public and bureaucratic resistance to educational changes that threaten to divert resources away from traditional educational programmes into programmes for second-language learners and other minorities. The paper notes there are similarities with - as well as differences from - the situation of special education. As the standards movement internationalizes to other countries with large immigrant populations, these issues have broad implications for students, educators and policy-makers well beyond the borders of the USA.