Evaluation of second language teaching projects and programmes

Abstract

This paper discusses the evaluation of second‐language projects and programmes in relation to a number of major themes or concerns, including the accountability of evaluators, the methodology of evaluation, the dissemination of findings and the relationship of evaluation to decision making and policy formation. It is argued that experimental and quasi‐experimental research designs are inadequate as models for FL/L2 programme evaluation, even if supported by classroom process information. In order to provide the basis for programme decision making and programme improvement, evaluation must address a much wider range of questions than can be included in a traditional experimental framework and consequently must have access to a correspondingly wide range of qualitative and quantitative evidence. The operation of this perspective in practice is illustrated by the evaluation of a bilingual (Gaelic—English) primary school programme in the Western Isles of Scotland.