This site will look much better in a browser that supports web standards, but it is accessible to any browser or Internet device.

Graduate Program in Linguistics at the City University of New York



Research Projects

Kate Menken is the Principal Investigator of a study being conducted with a team of researchers from RISLUS, which is entitled "Meeting the Needs of Long-Term English Language Learners in High School." This study is funded through a grant from the Office of English Language Learners of the New York City Department of Education. Click to read the Project Description of Phase I and/or the Project Description of Phase II in PDF format.

Click here for the　long-term ELL website

Select Publications

Menken, K., Kleyn, T. & Chae, N. (manuscript under review). When Change is the Only Consistency: The Case of Long-Term English Language Learners in Secondary Schools. Click here to see the draft manuscript.

Menken, K. & García, O. (edited book under review). Negotiating Language Policies in Classrooms: Teachers as Change Agents. Under review for publication by Routledge/Taylor & Francis.

Menken, K. (in press). Policy Failures: No Child Left Behind and English language learners. In Groenke, S. & Hatch, A. (Eds.), Small Openings: Critical Pedagogy in Teacher Education in Neoliberal Times. Berlin, Germany: Springer. Expected 2009 publication.

Menken, K. (Ed.) (2008, September). No Child Left Behind and U.S. Language Education Policy. Guest Editor for a Thematic Issue of Language Policy 7(3), September 2008.

Menken, K. (2008). English Learners Left Behind: Standardized Testing as Language Policy. Clevedon, Avon: Multilingual Matters.

Menken, K. (2008). Language policy and social control. In J. González (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: SAGE Publications.

Menken, K. (2008). No Child Left Behind testing requirements. In J. González (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: SAGE Publications.

Menken, K. (2008). High-Stakes Testing Effects. In J. González (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: SAGE Publications.

Menken, K. (2008, April). Review of Language Policy: Hidden Agendas and New Approaches by Elana Shohamy. Current Issues in Language Planning 9(2): pp. 231-234.

Menken, K. (2007). High-Stakes Testing as De Facto Language Policy in Education. In E. Shohamy and N. Hornberger (Eds.), Encyclopedia of Language and Education, Volume 7: Language Testing and Assessment. Netherlands: Kluwer.

Menken, K. (2006, Summer). Teaching to the Test: How Standardized Testing promoted by No Child Left Behind impacts Language Policy, Curriculum, and Instruction for English Language Learners. Bilingual Research Journal, 30(2): pp. 521-546.

Menken, K. (2006). Historical Overview of Policies for English Language Learners. In Freeman, R. & Hamayan, E. (Eds.), Educating English Language Learners: A Guide for Administrators. Philadelphia, PA: Caslon Publishing.

García, O. & Menken, K. (2006). The English of Latinos from a plurilingual transcultural angle: Implications for assessment and schools. In Nero, S. (Ed.) Dialects, Englishes, Creoles, and Education. Mahwah, NJ: Lawrence Erlbaum Associates.

Menken, K. (2006). Invited review of Leaving Children Behind: How “Texas-style” Accountability Fails Latino Youth by Angela Valenzuela (Ed.). Language Learner 1(3), January/February 2006: 22-23.

Menken, K. (2001). Do the Models Fit? Towards Comprehensive School Reform for English Language Learners. NCCSR/NCBE Issue Brief. Washington, DC: National Clearinghouse for Comprehensive School Reform and the National Clearinghouse for Bilingual Education.

Menken, K. & Barron, V. (2001, revised 2002). What are the characteristics of the bilingual education and ESL teacher shortage? AskNCBE No. 14. Washington, DC: National Clearinghouse for Bilingual Education (NCBE).

Menken, K. (2001). When All Means All: Standards-Based Education Reform and English-Language Learners. NABE News, Volume 24, Issue No. 5 (May/June 2001). Journal of the National Association for Bilingual Education.

Antunez, B. & Menken, K. (2000). An Overview of the Preparation and Certification of Teachers Working with LEP Students. Washington, DC: NCBE.

Menken, K. (2000). What Are the Critical Issues in Wide-Scale Assessment of English Language Learners? NCBE Issue Brief No. 6. Washington, DC: NCBE.

Menken, K. & Look, K. (2000). Meeting the Needs of Linguistically and Culturally Diverse Students. Schools in the Middle, February 2000. Journal of the National Association of Secondary School Principals.