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Language Program Evaluation: Theory and Practice (Cambridge Applied Linguistics) Paperback – November 24, 1995

ISBN-13: 978-0521484381 ISBN-10: 0521484383

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Product Details

  • Series: Cambridge Applied Linguistics
  • Paperback: 212 pages
  • Publisher: Cambridge University Press (November 24, 1995)
  • Language: English
  • ISBN-10: 0521484383
  • ISBN-13: 978-0521484381
  • Product Dimensions: 9.1 x 5.9 x 0.4 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: #1,740,571 in Books (See Top 100 in Books)

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.

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6 of 6 people found the following review helpful By D. R. Bricault on February 5, 2000
Format: 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.
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