Mele-Maat: First Year Evaluation of a British Primary School in the New Hebrides.

Autor/inn/en	Stone, James C.; und weitere
Titel	Mele-Maat: First Year Evaluation of a British Primary School in the New Hebrides.
Quelle	(1980), (81 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Assessment; Educational Environment; Educational Facilities; Educational Practices; Elementary Education; English (Second Language); Foreign Countries; Interviews; Language of Instruction; Observation; Program Effectiveness; Program Evaluation; Reading Achievement; Second Language Programs; Speech Evaluation; Student Attitudes; Teacher Attitudes; Teacher Evaluation; Teaching Styles; Writing (Composition) + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsstätte; Bildungspraxis; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Interviewing; Interviewtechnik; Teaching language; Unterrichtssprache; Beobachtung; Programme evaluation; Programmevaluation; Leseleistung; Schülerverhalten; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Lehrstil; Unterrichtsstil; Schreibübung
Abstract	The purpose of this study was to evaluate the effectiveness of (1) English as the medium of instruction and (2) the teaching of English as a Second Language (ESL) in Mele-Maat School, a British primary school located on Hideaway Island, New Hebrides. The evaluation was conducted by a panel of ESL specialists who observed, recorded, and then evaluated the activities of each class. Pupils' reading and listening achievement in ESL was measured by The Micronesian Achievement Test Series and by the Gap Reading Comprehension Test. Teachers' and pupils' written and oral abilities in ESL were measured respectively by an examination of written and tape-recorded samples from each class. Interviews, case studies, and questionnaires were also used as evaluation instruments. Among the findings, ESL teaching and using English as the medium of instruction were found to be above average as compared to other village schools in developing countries. Instruction, however, was too rigid, textbook-bound, whole- class directed, and limited to the formal environment of the classroom. While teachers' oral speech was usually understandable, both teachers and pupils used subject/verb errors, mispronounced and used inappropriate words, and spoke in phrases or single words rather than in sentences. In general, teachers and pupils expressed positive attitudes toward both the learning and teaching of English, and toward English as the medium of instruction. Recommendations regarding each finding are presented. (Author/MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC