LANGUAGE PROGRAM EVALUATION: THEORY AND PRACTICE.Brian K. Lynch. New York: Cambridge University Press, 1996. Pp. vii + 194. $47.95 cloth, $19.95 paper.

1998 ◽  
Vol 20 (1) ◽  
pp. 120-122
Author(s):  
Pauline Rea-Dickins
Keyword(s):  
New York ◽  
Program Evaluation ◽  
Applied Linguistics ◽  
Science And Technology ◽  
Language Education ◽  
Theoretical Background ◽  
Education Programs ◽  
Evaluation Theory ◽  
Language Program ◽  
Cambridge University

Lynch, drawing on his experience of evaluation, in particular the Reading English for Science and Technology (REST) Project, aims to provide a “thorough theoretical background for the evaluation of language education programs” and “the necessary range of theory and practical techniques” (p. xi), and he highlights contributions for “program evaluation . . . in the development of applied linguistics as a field of research” (p. x).

VOCABULARY IN LANGUAGE TEACHING. Norbert Schmitt. New York: Cambridge University Press, 2000. Pp. xv + 224. $59.95 cloth, $21.95 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 425-426
Author(s):  
Jessica Williams
Keyword(s):  
New York ◽  
Teaching And Learning ◽  
Vocabulary Acquisition ◽  
Language Teaching ◽  
Language Education ◽  
Lexical Acquisition ◽  
Just In Time ◽  
Cambridge University ◽  
New Research

It has been more than a decade since the publication of Paul Nation's Teaching and learning vocabulary (1990), which brought together the findings in lexical acquisition and teaching at the time and has been an invaluable reference and guide to many in the field. However, after years of neglect, vocabulary acquisition has finally come into its own with an explosion of attention and new research, creating a need for an update. Just in time comes Norbert Schmitt's Vocabulary in language teaching (VLT) in the Cambridge Language Education Series.

scholarly journals Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model

2018 ◽  
Vol 1 (2) ◽  
pp. 14
Author(s):  
Didin Nuruddin Hidayat
Keyword(s):  
Teacher Education ◽  
Program Evaluation ◽  
Tertiary Education ◽  
Evaluation Model ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Language Program ◽  
Research Studies

Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher education program evaluation. Also, the study aims to explore a suitable evaluation model in evaluating English teacher education programs, particularly in the Indonesian tertiary education context. The findings of the study found Peacock's (2009) model as a potential evaluation model to apply in evaluating English teacher education programs. These are based on at least three following grounds: suitable to the needs and environment of English teacher education in Indonesia, reliable and informative evaluation, and thorough involvement of the inner circle stakeholders. The study concludes that if an evaluation is conducted properly, then it has the potential to improve the quality of English language teachers training programs.

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