Language Program Evaluation: Theory and Practice (Cambridge Applied Linguistics) [Paperback]

Brian K. Lynch (Author)

Book Description

Publication Date: November 24, 1995 | ISBN-10: 0521484383 | ISBN-13: 978-0521484381

Although much has been written about the testing and evaluation of language students, few books have dealt with the much broader issue of measuring the success of language programs. Filling a critical gap in the literature of applied linguistics, Language Program Evaluation provides teachers, researchers, and administrators with a complete introduction to both qualitative and quantitative approaches to evaluating the effectiveness of their programs. Through a careful blend of theory, research, and practice, the author presents a testing model that is specifically tailored to the concerns of language education programs and which can be adapted to different contexts and updated as teaching and learning situations evolve. He proposes a shift from purely quantitative studies which consider only end-of-program achievement gains to ones that include an investigation of program process using qualitative, naturalistic methods.

Editorial Reviews

Review

"This book is lucidly written and well organized, with incisive introductions and conclusions at the beginning and end of each chapter, as well as plenty of evaluation examples to support the theoretical positins presented. It is an important contribution for novice researchers in different fields of applied linguistics." Pauline Rea-Dickins, Studies in Second Language Acquisitions

Book Description

Combines qualitative and quantitative approaches to second language program evaluation.

Product Details

• Paperback: 212 pages
• Publisher: Cambridge University Press (November 24, 1995)
• Language: English
• ISBN-10: 0521484383
• ISBN-13: 978-0521484381
• Product Dimensions: 8.9 x 6 x 0.6 inches
• Shipping Weight: 12 ounces (View shipping rates and policies)
• Average Customer Review: 4.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #1,374,616 in Books (See Top 100 in Books)

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4 of 4 people found the following review helpful:

4.0 out of 5 stars Program evaluation theory and practice, February 5, 2000

By 

D. R. Bricault (Chicago, USA) - See all my reviews
(REAL NAME)   

This review is from: Language Program Evaluation: Theory and Practice (Cambridge Applied Linguistics) (Paperback)

In his 1996 book, "Language Program Evaluation: Theory and Practice," author Brian Lynch remains true to the subtitle by effectively balancing theory and practice in this introduction to program evaluation. The book is short enough (194 pp.) to digest in a few sittings and is written in language that is both focused enough for expert evaluators and accessible to first-time program assessors.

Lynch begins with an overview of evaluation and follows with a comprehensive review of early efforts in evaluating language programs. Early on, he describes the tension between the two competing research paradigms -- positivism (i.e, quantitative) and naturalistic (i.e., qualitative) inquiry -- while alerting the reader to biases, alternative paradigms, and the possibility (and complexity) of seeking a "middle ground" paradigm. In subsequent chapters, Lynch examines the issues of validity, research design, data gathering and analysis from the quantitative and qualitative perspectives; in each case, he presents numerous examples of particular use to language program administrators. He closes with a summary of his own procedure for program evaluation, the "context-adaptive model," which he describes as "a flexible, adaptable heuristic -- a starting point for inquiry into language education programs that will constantly reshape and redefine itself, depending on the context of the program and the evaluation" (p. 3).

Although the book is designed to provide administrators with a possible framework for self-evaluation (choosing from the competing paradigms described throughout the book), the text is not meant to be a recipe to undertake a self-study. The quantitative sections can be a bit heavy going for the numerically challenged, although Lynch shies away from overloading the book with statistical analyses. For the language program administrator that wants (or needs) to do a self-evaluation and doesn't know where or how to begin, Lynch's work will provide a theoretically sound, well-crafted overview of the field of evaluation and the alternatives available to the evaluator.