Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable…

The purpose of the present study was to evaluate the English Preparatory School Language Program in a Turkish state university. Specifically, the perceptions of students and instructors for Stuffleabeam's Context Input Process Product (CIPP) model were investigated and the motivational beliefs of students for learning were examined. To meet these…

This study sought to evaluate an English language acquisition program at a public, urban high school in Connecticut. To that end, qualitative and quantitative data was compiled and analyzed. Qualitative data was mined to determine teacher perceptions about the program and levels of supports and interventions provided to those students identified…

This document is a report on the research which was designed to evaluate the affirmative action policy for ethnic minorities in Georgia. The mixed research methods were utilized in the study. Specifically, the following research methods were used: (1) Survey of 12th graders in non-Georgian schools; (2) Survey of the students in the One-Year…

The Houston Independent School District (HISD) currently offers two bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELs). These programs facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. Bilingual programs are offered in…

English for Speakers of Other Languages (ESOL) classes are in great demand by immigrant adults in the Boston area. The problem investigated in this study was the limited funding to implement ESOL programs in Boston, which has resulted in waiting lists for many contracted community-based programs. The purpose of this qualitative multiple case study…

To nudge students to study English and to improve their English proficiency, many universities in Taiwan have imposed an English graduation benchmark on their students. This article reviews this policy, using the theoretic framework for education policy analysis proposed by Haddad and Demsky (1995). The author presents relevant research findings,…

In order to create long-term academic success for their students, it is critical for classroom teachers and administrators in language immersion settings to be effectively trained in best practices for teaching a second language. The purpose of this outcomes-based program evaluation was to explore the perceived effectiveness of the professional…

The purpose of this study was to describe perceptions of stakeholders (leadership of Concordia Language Villages, staff members and villagers of "Lac du Bois", the French Language Village of Concordia Language Villages), related to achievement of the mission statement. The research question was: How do stakeholders in "Lac du…

The study reported here investigates the predictive validity of language assessments by "Direct Entry" programs at an Australian University--programs developed on site for Non English Speaking Background international students, principally to provide (i) pre-entry academic and language preparation and (ii) language assessment for…

The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an English curriculum reform project at a four-year university in Japan. Three questions were addressed in this study: (a) what model components were necessary for use in a Japanese university setting; (b) what survey…

The Ainsworth School Spanish Partial Immersion Program (Portland, Oregon) was established in 1987 to provide an elementary foreign language magnet program to children in the district. The program's major goals are bilingual proficiency and increased understanding of the second language culture. During 1989-1990, the program enrolled 205 students…

Discusses the importance of fairness in evaluation studies of second-language programs and the potential for misinterpretation of studies which are not program-fair. Strategies designed to overcome this problem from the perspective of standardized tests include: specific tests for each program, program-specific plus program-neutral measures,…

The effectiveness of alternative programs for teaching French as a second language in Ottawa and Carleton schools was evaluated. French proficiency, English skills, and academic achievement were assessed among students in grades 3-8 in the core French program, grades 4-6 in extended French, grades 10 and 12 in the bilingual program, and grade 8…

Alternative programs for teaching French as a second language in Ottawa and Carleton schools were evaluated. The study included a cross-sectional replication of previous French listening comprehension testing of grade 4-8 students in the core French program, French proficiency testing of grades 10 and 12 primary and late entry immersion students,…