Beyond Teaching to the Test : Rethinking Accountability and Assessment for English Language Learners

Gilliand, Betsy; Pella, Shannon

ISBN 10: 0814102948 / ISBN 13: 9780814102947

Published by National Council of Teachers of English (NCTE), 2017

About this Item

May show signs of wear, highlighting, writing, and previous use. This item may be a former library book with typical markings. No guarantee on products that contain supplements Your satisfaction is 100% guaranteed. Twenty-five year bookseller with shipments to over fifty million happy customers.

Seller Inventory # 29971576-5

Bibliographic Details

• Title: Beyond Teaching to the Test : Rethinking Accountability and Assessment for English Language Learners
• Publisher: National Council of Teachers of English (NCTE)
• Publication Date: 2017
• Language: English
• ISBN 10: 0814102948
• ISBN 13: 9780814102947
• Binding: Soft cover
• Condition: good

About this title

Synopsis

The word accountability is everywhere in education today, but it means different things to different people.

Speaking directly to teachers who work closely with English language learners, Betsy Gilliland and Shannon Pella examine essential questions in this age of accountability: What kind of accountability measures truly demonstrate multilingual students' learning? How do these measures reflect the planning and teaching that teachers do to help their students grow?

Gilliland and Pella take readers into the classrooms of middle and high school teachers to illustrate accountability practices that exemplify the principles outlined in the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs). What does accountability mean when teaching ELLs? In one sense, teacher support of student performance on standardized tests is accountability to grade-level standards. More important, however, teachers and schools are also accountable to the students through equitable access to the curriculum and real-world literacy.

This book gives teachers the background and strategies to make their teaching and support equitable for ELLs. Examining how teachers can support learners' reading, writing, and academic language development, and illustrated with examples of real teachers at work, the authors explain teaching for accountability, formative and summative assessment, and preparation for high-stakes testing, as well as provide suggestions for teaching, guiding questions for discussion, and resource recommendations.

About the Author

Betsy Gilliland is an associate professor in the Department of Second Language Studies at the University of Hawaiʻi Mānoa, where she teaches courses on second language writing, teacher research, and qualitative research methods to undergraduate and graduate students. Co-editor of the Journal of Response to Writing, she was chair of the TESOL Second Language Writing Interest Section (2019-2020) and has published in TESOL Journal, Journal of Second Language Writing, and ELT Journal, among others. She was a Fulbright Scholar at the Universidad de Atacama (Chile) in 2018.