Critical Issues Surrounding Test Accommodations: A Language Planning and Policy Perspective

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jamie L. Schissel, Assistant Professor of TESOL (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Testing has become a central concern for educators concerned with English language learners (ELLs) in U.S. public schools. The development of the policies and practices surrounding the use of test accommodations, or changes to the test response, administration, or test itself (Abedi, 2008), for this population have been and continue to be influenced by multiple complicating forces. These factors include but are not exclusively restricted to language and testing policies, national educational policy and discourses in addition to students with disabilities research and policy. This paper, therefore, aims to identify and clarify some critical issues that surround the practice of test accommodations for ELLs as seen through a language planning and policy lens. This approach of framing test accommodations as a form of language policy brings into relief the myriad of language-specific factors, such as framing language diversity from a deficit perspective, that surround testing accommodations.

Additional Information

Working Papers in Educational Linguistics, 25(1)
Language: English
Date: 2010
Testing, English Language Learners, Education, Policy

Email this document to