Second Language Program Evaluation

1971 ◽  
Vol 27 (2) ◽  
pp. 37-43
Author(s):  
R. J Duhamel
Keyword(s):  
Program Evaluation ◽  
Second Language ◽  
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.

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.

Language Program Evaluation

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

Blended Language Program Evaluation

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

HANDBOOK OF UNDERGRADUATE SECOND LANGUAGE EDUCATION. Judith W. Rosenthal (Ed.). Mahwah, NJ: Erlbaum, 2000. Pp. xxii + 380. $99.95 cloth, $39.95 paper.

2002 ◽  
Vol 24 (1) ◽  
pp. 125-126
Author(s):  
Leila Ranta
Keyword(s):  
Second Language ◽  
Language Education ◽  
Colleges And Universities ◽  
Language Program ◽  
Disciplinary Boundaries ◽  
Second Language Education ◽  
American Students ◽  
Undergraduate Programs

This edited volume was inspired by Rosenthal's belief that it is becoming increasingly more important for American students to know more than one language and that greater collaboration among educators at colleges and universities will not only be beneficial for the programs and their students but will also “promote a more language-competent society” (p. ix). Unfortunately, because of institutional or disciplinary boundaries, many educators involved in a particular type of second language program may be unaware of colleagues with similar concerns. This book attempts to bridge this gap by showcasing a wide variety of undergraduate programs that share the aim of promoting bilingualism among their students.

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