The variables that must be considered in English as a second language (ESL) program evaluation, major educational evaluation models, and a standards-based model for ESL program evaluation are discussed. Different ESL programs are examined including intensive programs and adult and university programs. Program variables such as subject matter,…

A major challenge for the English-as-a-Second-Language program evaluator is to address the questions posed by those individuals who want the evaluation without compromising academic research standards. Development of a form of "disciplined inquiry" that maintains standards while addressing real-world concerns is discussed. (71 references)…

Discusses how evaluation can aid both in countering the current negative perception of the foreign language profession and in returning control of the future direction of foreign language study to the hands of professional educators. (EKN)

Describes research on core, extended, and immersion French as a second language programs in Canada over the past decade. Results show older learners tend to be more efficient learners in some aspects of second language learning, but there may be some advantages to starting earlier in an intensive program. (BK)

One of 10 studies commissioned to investigate research needs and to stimulate planning activities, this paper reviews program evaluation in foreign language education (FLED), and offers a number of recommendations to improve present practice. It begins by noting that very little FLED program evaluation is taking place today, and by arguing that…

Examines the distinction between extrinsically motivated evaluation, which addresses the concerns of the bureaucracy, and intrinsically motivated evaluation, which addresses specific concerns of teachers and learners to improve aspects of ESL/EFL programs. An approach to evaluation is proposed that might satisfy both parties, using a current…

Policy statements of the Association of Departments of Foreign Languages are presented for administration of foreign language departments; use of outside reviewers; and statement of good practice: teaching, evaluation, and scholarship.(LB)

Ongoing evaluation occurs during the progression of an action and is widely used as a means of judging the progress and achievements of language programs. This article focuses on the ongoing evaluation of an English-as-a-Foreign-Language program in China and the roles of the teachers and learners in the process. (Author/VWL)

This collection of research on curriculum and program development in languages for special purposes (LSP) contains the following papers: (1) "LSP Curriculum Development--From Policy to Practice," by Ronald Mackay and Maryse Bosquet; (2) "The Problem of Needs Assessment in English for Specific Purposes: Some Theoretical and Practical…

A comparative study examined the influence of overseas experience on how learners put their second-language knowledge to use during communication, and how they compensate for gaps in their knowledge. Results do not suggest a strong dichotomy between language learning in the classroom and abroad or between grammar and oral proficiency. (20…

A study conducted in the intensive English language program at Indiana University investigated: (1) the effects of students' language learning background (formal learning of English, exposure to and use of English in class, and extracurricular exposure to and use of English) on their performance on the Test of English as a Foreign Language…

Chronicles the steps taken in developing a curricular project to design, implement, and evaluate a simulation business course for beginners learning Japanese at the university level. The steps in developing the program, from the selection of materials to the evaluation of the entire project, are presented together with insights gained from the…

Affirms the advantages to the child of early immersion second language learning programs. The second language proficiency of English-speaking Canadian students who received all instruction in French and English-speaking American children who received all instruction in Spanish surpassed that of students in more traditional language programs. (PMJ)

A discussion of student and program assessment in the context of Chinese language instruction looks at theory and methods of assessment, and proposes that norm-referenced language proficiency testing is inadequate to evaluate student achievement and program effectiveness. It is further proposed that criterion-referenced tests are more appropriate…

During 1988-89, the Austin Independent School District's Title 7 program continued to supplement services through the locally funded bilingual and English-as-a-Second-Language (ESL) programs to secondary students of limited English proficiency. The 1988-89 Title 7 evaluation report provides an overview of the programs's changes, staff training,…