Journal of Writing Assessment

This article undertakes a qualitative case study and critical examination of the language ideologies implicit in placement procedures at an urban community college in Washington State. By focusing on the racism inherent in the tacit language policy embedded in the school's placement and assessment procedures, the author proposes strategies to effect change, both at this specific institution and others that employ similar tacit language policies.

Keywords: Language policy, inequity, placement practices, Language Minority students, standard English