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What is English-Language Proficiency

Chapter 1
Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
An under-defined language status designation in U.S. schools that impacts students’ membership and belonging through formations of difference.
Published in Chapter:
Sustaining the Sociopolitical Spirit of Bilingual Education: Assessment Practices and Evaluative Policies for Students Minoritized by National Background and English-Language Proficiency
Saúl I. Maldonado (San Diego State University, USA) and Margarita Machado-Casas (San Diego State University, USA)
Copyright: © 2019 |Pages: 17
DOI: 10.4018/978-1-5225-9348-5.ch001
Abstract
In this chapter, the authors contribute results and recommendations from a study featuring the assessment perspectives of school and district administrators of bilingual education programs from two regional areas in the United States. They also present research literature that informs how teaching and learning environments structure membership and belonging as social desirability factors for students from diverse national and English-language backgrounds.
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