Cherokee is an endangered Indigenous language. Revitalization efforts often include offering Cherokee language instruction, but these efforts have been hampered by a lack of qualified teachers. An initial licensure program was launched in fall 2019 aimed at supporting Cherokee language renewal via the preparation of teachers. While a step forward,…

The aim of the current study is to evaluate a preparatory progfram of a foreign language teaching department longitudinally via Patton's Utilization Focused Program Evaluation. More specifically, the study scrutinizes the pros, cons and aspects to be improved in the program, and whether the program contributes to overall English proficiency in two…

The nature and effects of PBLA were investigated. I examined LINC program evaluations, government-solicited assessment reports, PBLA research, and other PBLA-related documents. I discuss the features of PBLA and its reported effects on language outcomes and teacher and student attitudes. I found that the government did not provide a rationale for…

The purpose of this evaluation study was to examine children's longitudinal academic and social outcomes associated with attendance in Georgia's Pre-K Program and to examine the quality of the classrooms attended. This report covers pre-k to 4th grade outcomes collected between the 2013-2014 and 2018-2019 school years as well as a sub-study…

The Intercultural Competency (ICC) Program is a structured program that has been developed at the University of Adelaide's English Language Centre (ELC) to create opportunities for students to connect in a global context. This stand-alone and easily transferable program aims to create meaningful opportunities for mixed-language-ability learners to…

This paper analyses the impact of an evaluation-focused language teacher education program under Vietnam's National Foreign Languages 2020 project, run at Hanoi University in 2015 and 2017. Funded by The Ministry of Education and Training (MOET), this intensive 150-hour university-level program employed international experts to deliver content…

Within English for Academic Purposes (EAP), writing instruction has often been of primary interest with a focus on curricula design and implementation. This especially holds true in East Asia where many universities operate EAP writing programmes. This study is located within this region, taking an inquiry stance in a small-scale case study of…

Professional development is central to teacher competence and, with particular attention to larger-scale, structured and formal professional development interventions (PDIs), this article discusses how the impact of professional development can be conceptualized and evaluated. Various kinds of impacts on teachers, organizations and systems, and…

This i3 scale-up study examined the implementation and effectiveness of a 3-year literacy intervention developed by the Children's Literacy Initiative (CLI). The study was a school-level cluster randomized controlled trial conducted in 55 elementary schools from four states. Implementation results showed a high level of fidelity of intervention…

Using a mixed methods comparative case study, the researcher explored the dual language contexts at each school before examining the second- through fifth-grade Spanish and English reading biliteracy trajectories. While both campuses' students experienced positive trajectories toward biliteracy by the end of fifth grade, each campus was…

Many English as a foreign language universities have increased the number of English-medium instruction (EMI) courses regardless of their students' preparedness for them. As a result, previous studies have reflected the necessity of additional language assistance to students who have to take EMI courses with limited English proficiency. Drawing…

The topic of this "Perspectives" column is "Requiring a Proficiency Level as a Requirement for U.S. K-12 Teacher Licensure." In 1998, the American Council of Teachers of Foreign Languages (ACTFL) began to work with the National Council for Accreditation of Teacher Education (NCATE), which accredits teacher education programs…

During the 2013-2014 school year, Austin Independent School District served more than 23,000 English language learner students in bilingual or English as a second language programs. This report summarizes these students' English language proficiency gains as well as academic performance on the state's required assessments during that school year.

The Montgomery County (Maryland) Public School system is currently in its second year of a multiyear evaluation of the ESOL/bilingual program. The focus of the first year's effort was an analysis of test results and teacher evaluations of the overall classroom performance of over 3,000 students receiving ESOL/bilingual services. Findings were as…

Describes the implementation and evaluation of the second year of a three-year pilot project to teach Japanese to students at a Pittsburgh elementary school. Analyses of students' performance indicate that they progressed considerably in developing proficiency in Japanese and that their teachers believed that more could be done to incorporate the…