The No Child Left Behind Act and Teaching and Learning Languages in U.S. Schools.  

Oleh:

Rosenbusch, Marcia Harmon

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 89 no. 2 (May 2005), page 250-261.
Topik: No Child Left Behind (NCLB); Foreign Language Eduication; Teaching; Learning
Fulltext: Vol 89 no 2 pp.250-261.pdf (2.25MB)

Isi artikel

This article provides a description of the key features of the No Child Left Behind (NCLB) Act- accountability, testing, teacher quality, and scientifically based research-and characterizes concerns about the Act among the general public and the education community. It explores the consequences to foreign language education by examining 3 reports, 2 of which are based on surveys that assess the impact of the NCLB Act on foreign language education. Both surveys indicate that the NCLB Act has resulted in a decrease in instructional time for foreign languages, and one survey provides evidence that these decreases are greater in high- minority schools than in other schools. It explores the implications of the NCLB Act for the foreign language profession with regard to accountability and testing, teacher qualifications, and scientifically based research. Finally, it reviews the response of the profession to the NCLB Act, and although it praises the response by state foreign language supervisors, it criticizes the responses of national organizations and associations. The article recommends establishing a national coalition to address policy issues such as the NCLB Act.

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