Rethinking High-Stakes Testing and Language Education Policy: From a Language Planning Perspective

강정진; Lee Jae-keun (이재근)

Rethinking High-Stakes Testing and Language Education Policy: From a Language Planning Perspective

Modern English Education
Abbr : MEESO
2013, 14(4), pp.43-60
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching

강정진 ¹, Lee Jae-keun ²

¹Michigan State University
²한국교원대학교

Accredited

ABSTRACT

Language has been considered to be a student’s right, challenge, and resource. How to define and organize language education has influenced teachers’ instruction and students’ learning. Language education, which is influenced by language planning,has implemented the intentions of educational policy. However, language education has been impacted by high-stakes tests rather than by language planning which guides the directions or purposes of language education. Even though tests produce some positive results, such as changing classroom activities and supporting school reforms, current high-stakes testing limits the original purposes of educational policy and language planning. From a language planning perspective, the authors examined two educational policies in the U.S. and Korea, and how high-stakes tests, which are the important parts of the policies, influenced language education in both countries. This analysis shows that language as resource orientation or language as right perspective was changed to language as problems because of the influence of highstakes tests in the U.S. and Korea. The authors suggest that language education needs to be free from high-stakes tests, and needs to encourage a student’s language learning as a right, a challenge, and a resource.

KEYWORDS

language planning, language education policy, high-stakes testing

Citation status

* References for papers published after 2023 are currently being built.

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