The second language programme‐evaluation literature: Accommodating experimental and multifaceted approaches

Abstract

This paper considers the extent to which the various proposals and concerns associated with the two main approaches to second‐language programme evaluation (‘experimental’ versus ‘multifaceted’) should be considered prescriptive in conducting individual studies. The issue is examined in relation to the four main evaluation studies reported in this Special Issue as well as in relation to a study of the primary school second‐language programme in Irish. It is argued that while each of the two approaches to evaluation will be appropriate in very different circumstances, both should be accommodated in a broadly defined second‐language programme‐evaluation literature.