Frontmatter -- Contents -- Acknowledgements -- Part 1: Language Policy Context -- 1. Introduction -- 2. Language Policy, Federal Education Legislation and English Language Learners in the United States -- 3. The New York Case: The Local Implementation of a National Policy -- Part 2: Standardized Tests in Daily School Life -- 4. Tongue-Tied: The Linguistic Challenges that Standardized Tests Pose for English Language Learners -- 5. The Ones Left Behind: How High-Stakes Tests Impact the Lives and Schooling Experiences of ELL Students -- 6. 'Teaching to the Test' as Language Policy: The Focus on Test Preparation in Curriculum and Instruction for ELLs -- Part 3: Expansion and Recommendations -- 7. Higher Expectations vs. Language as Liability: Why the Drawbacks of Accountability Outweigh the Benefits for English Language Learners -- 8. High-Stakes Testing and Language Un-Planning: Theoretical Implications of Testing as Language Policy -- 9. Moving Forward: Embracing Multilingual Language Policies from the Top-Down to the Bottom-Up -- Notes -- References -- Index