Language Program Evaluation

2016 ◽  
Vol 100 (S1) ◽  
pp. 169-189 ◽  
Author(s):  
John M. Norris
Keyword(s):  
Program Evaluation ◽  
Language Program

scholarly journals Evaluating English as a Second Language: A Naturalistic Model

1986 ◽  
Vol 3 (2) ◽  
pp. 41 ◽  
Author(s):  
Gail V. Barrington
Keyword(s):  
Program Evaluation ◽  
Second Language ◽  
Data Collection ◽  
Evaluation Study ◽  
Board Of Education ◽  
External Evaluation ◽  
Language Program ◽  
Student Profile ◽  
Political Upheaval ◽  
One Year

The article describes a program evaluation study of a special English as a Second Language program conducted by the Calgary Board of Education entitled CORE-ESL. This program was developed to meet the needs of a group of 18 to 21 year olds with a severe gap in their schooling due to political upheaval and war. The program was funded for a one-year period by a local foundation which requested that an external evaluation be conducted. The study was designed as a naturalistic model involving five stages of data collection and participant involvement. These five stages are described and study recommendations and outcomes are outlined. A composite student profile, developed in the study, is appended to the article.

Blended Language Program Evaluation

2016 ◽  
Author(s):  
Paul Gruba ◽  
Mónica S. Cárdenas-Claros ◽  
Ruslan Suvorov ◽  
Katherine Rick
Keyword(s):  
Program Evaluation ◽  
Language Program

scholarly journals La narrativa reflexiva como forma de evaluación programática (Reflective Narratives as a Type of Program Evaluation)

LETRAS ◽  
2017 ◽  
Vol 1 (61) ◽  
pp. 93
Author(s):  
Asunción Martínez-Arbelaiz
Keyword(s):  
Program Evaluation ◽  
Second Language ◽  
Study Abroad ◽  
Narrative Inquiry ◽  
Evaluation Process ◽  
Language Program ◽  
Language Programs ◽  
Second Language Programs

Mostrar la eficacia de un programa de enseñanza de lenguas ante las partes interesadas y a la vez señalar áreas o aspectos por mejorar son los objetivos de la evaluación de programas. En este artículo se describe el proceso de evaluación de tres programas de español como segunda lengua en situación de inmersión, en el que se difuminan los límites entre el aprendizaje dentro y fuera del aula. La investigación narrativa se presenta como opción metodológica que permite comprender la experiencia de los participantes, de forma completa y matizada. Abstract To show the efficiency of a given language program to interested stakeholders and to point to areas or aspects that require improvement are the two main objectives of any program evaluation. In this article, we describe the evaluation process of three Spanish as a second language programs in a study abroad context, where boundaries between learning inside and outside the classroom necessarily blur. Narrative inquiry is our methodological option because it allows us to understand the students experience in a holistic and nuanced manner.

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.

Essentials of Blended Language Program Evaluation: Towards an Argument-Based Approach

2016 ◽  
pp. 20-45
Author(s):  
Paul Gruba ◽  
Mónica S. Cárdenas-Claros ◽  
Ruslan Suvorov ◽  
Katherine Rick
Keyword(s):  
Program Evaluation ◽  
Language Program

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).

Language Program Evaluation: Decisions, Problems and Solutions

1995 ◽  
Vol 15 ◽  
pp. 227-248 ◽  
Author(s):  
James Dean Brown
Keyword(s):  
Program Evaluation ◽  
Learning Outcomes ◽  
Educational Program ◽  
Language Program ◽  
Language Programs ◽  
Problems And Solutions ◽  
Term Evaluation ◽  
Effectiveness And Efficiency ◽  
Systematic Collection

In referring to evaluation, this chapter is not describing the testing that is done in language programs. As Alderson put it, “evaluation is the process of seeking to establish the value of something for some purpose, a test is an instrument for gauging learning outcomes” (1986:5, emphasis added). The use of the word testing will refer only to the instruments. The term evaluation will be used to include all of the instruments and processes involved in gathering information to make judgements about the value of an educational program. More precisely, language program evaluation will be understood as the systematic collection and analysis of information necessary to improve a curriculum, assess its effectiveness and efficiency, and determine participants' attitudes within the context of a particular institution (Brown 1989; 1995).

Situating Blended Language Program Evaluation

2016 ◽  
pp. 1-19
Author(s):  
Paul Gruba ◽  
Mónica S. Cárdenas-Claros ◽  
Ruslan Suvorov ◽  
Katherine Rick
Keyword(s):  
Program Evaluation ◽  
Language Program
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