WorldCat Identities

Menken, Kate 1968-

Overview
Works: 17 works in 54 publications in 1 language and 2,929 library holdings
Genres: Cross-cultural studies  Academic theses 
Roles: Author, Editor, Contributor
Classifications: LB3060.3, 370.11750973
Publication Timeline
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Most widely held works by Kate Menken
English learners left behind : standardized testing as language policy by Kate Menken( )

15 editions published in 2008 in English and held by 1,676 WorldCat member libraries worldwide

"In the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing is being emphasized in educational systems across the US for all students - including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s)."--Jacket
Negotiating language education policies : educators as policymakers by Kate Menken( )

5 editions published in 2010 in English and held by 557 WorldCat member libraries worldwide

Annotation
Negotiating language policies in schools : educators as policymakers by Kate Menken( )

14 editions published in 2010 in English and held by 436 WorldCat member libraries worldwide

Bridging the divide between policy and practice, this book explores how educators interpret, negotiate, resist, and (re)create language policies in schools, focusing on their central role in this complex and dynamic process
An overview of the preparation and certification of teachers working with Limited English Proficient (LEP) students by Kate Menken( Book )

2 editions published in 2001 in English and held by 87 WorldCat member libraries worldwide

This study combined survey data with qualitative analysis to explore the preservice preparation of teachers of English language learners (ELLs). The American Association of Colleges for Teacher Education disseminated surveys to member institutions and Web site users, examining the breadth and depth of preparation programs for such teachers. The National Clearinghouse for Bilingual Education compared survey findings to its analysis of both state level bilingual education teacher licensure requirements and the content of courses required by institutions for degrees/licensure in bilingual education. Licensure and course requirements were categorized by areas of knowledge, revealing that while typically emphasizing the areas of pedagogy and cultural/linguistic diversity, linguistics received less emphasis at both state and institutional levels. There was great variance in how states mandated requirements for bilingual education teacher licensure, though state requirements did impact institutions' programming. Programs varied in the depth of their coverage of areas of knowledge, with bachelor's programs more likely to cover studies within an area of knowledge through a broad overview or survey course combining various topics within one course. Very few higher education institutions offered programs that specifically prepared bilingual education teachers. Even fewer required preparation for mainstream teacher regarding ELL education
What are the critical issues in wide-scale assessment of English language learners? by Kate Menken( Book )

2 editions published in 2000 in English and held by 85 WorldCat member libraries worldwide

The standards-based education reform movement has serious implications for students who are English language learners (ELLs), particularly with regard to wide scale assessment. Standards-based reform has been promoted nationwide through two federal initiatives--the Goals 2000: Educate America Act and Title I of the 1965 Elementary and Secondary Education Act (esea). The 1994 reauthorization of esea (Improving America's Schools Act) requires states to apply standards and assessments to all students, including ELLs by the 2000-2001 school year. This issue brief addresses the critical issues in wide-scale assessment of ELLs. Also discussed are testing accommodations and modifications for ELLs, instrument validity and reliability, the alignment of assessment to standards, curriculum, and instruction, and the next steps in wide-scale assessment of ELLs. It is concluded that while the inclusion of ELLs in wide-scale assessment could be beneficial, it is unclear that the immediate inclusion of this population of students is appropriate given the testing tools currently being implemented and the high stakes for participation. 15 references are included. (Kft)
Common core, bilingual and English language learners : a resource for educators( Book )

2 editions published in 2015 in English and held by 54 WorldCat member libraries worldwide

"Provides 128 expert responses to 95 questions. Topics include sociopolitical context of reform; demographic changes; language for academic purposes; language teaching and learning in content areas; policy, leadership, and advocacy; programs and instruction; family and community involvement; changing roles of ESL educators; planning professional development; and assessment and accountability"--
Bilingualism for All? : Raciolinguistic Perspectives on Dual Language Education in the United States( )

1 edition published in 2021 in English and held by 16 WorldCat member libraries worldwide

This book adopts a raciolinguistic perspective to examine the ways in which dual language education programs in the US often reinforce the racial inequities that they purport to challenge. The chapters adopt a range of methodologies, disciplines and language foci to challenge mainstream and scholarly discourses on dual language education
Choosing to learn in two languages : Why non-Latino, English-Speaking families select Spanish/English dual language bilingual programs by Kathryn L Carpenter( Book )

1 edition published in 2015 in English and held by 3 WorldCat member libraries worldwide

When the test is what counts : how high-stakes testing affects language policy and the education of English language learners in high schoo by Kate Menken( )

2 editions published in 2005 in English and held by 3 WorldCat member libraries worldwide

Editorial by Helen Kelly-Holmes( )

1 edition published in 2019 in English and held by 2 WorldCat member libraries worldwide

Ethnic Pride and the Classroom: An Ethnographic Study of Classroom Behavior Norms and Themes by Kate Menken( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

The purpose of this ethnographic study was to determine the norms and rules of behavior in a multi-ethnic seventh-grade classroom in an inner-city school. Data were gathered through classroom observations and interviews with the teacher. The teacher in this class stressed ethnic pride, and because the majority of the students (as well as the teacher) were African-American, an Afrocentric viewpoint was included in appropriate areas of the curriculum. The teacher also stressed that students needed to respect each other, enforcing rules concerning turn-taking and politeness. The teacher corrected students when they used Black English Vernacular (BEV) during formal classroom situations, but allowed them to use BEV when talking among themselves in informal situations. (MDM)
Editorial by Kate Menken( )

1 edition published in 2020 in English and held by 2 WorldCat member libraries worldwide

Bilingualism for all? : raciolinguistic perspectives on dual language education in the United States by Nelson Flores( )

2 editions published in 2021 in English and held by 2 WorldCat member libraries worldwide

"This book adopts a raciolinguistic perspective to examine the ways in which dual language education programs in the US often reinforce the racial inequities that they purport to challenge. The chapters adopt a range of methodologies, disciplines and language foci to challenge mainstream and scholarly discourses on dual language education"--
English Learners Left Behind by Kate Menken( Book )

2 editions published in 2008 in English and held by 1 WorldCat member library worldwide

In the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students - including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them
From policy to practice in the Multilingual Apple : bilingual education in New York City( )

1 edition published in 2011 in English and held by 1 WorldCat member library worldwide

Making chances for linguistically and culturally diverse students by Kate Menken( )

in English and held by 1 WorldCat member library worldwide

Challenging Linguistic Purism in Dual Language Bilingual Education: A Case Study of Hebrew in a New York City Public Middle School( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

ABSTRACT: Dual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century. We argue that the policies and guidelines for the provision of DLBE and the scholarship upon which they are based are rooted in notions of linguistic purism that fail to consider or meet the needs of communities enrolling in bilingual education programs today
 
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Negotiating language education policies : educators as policymakers
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Negotiating language education policies : educators as policymakersNegotiating language policies in schools : educators as policymakers
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English (54)