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