A Framework for Evaluating Qualitative Changes in Learners' Experience and Engagement: Developing Communicative English Teaching and Learning in Bangladesh

Autor/inn/en	Kirkwood, Adrian Terence; Rae, Jan
Titel	A Framework for Evaluating Qualitative Changes in Learners' Experience and Engagement: Developing Communicative English Teaching and Learning in Bangladesh
Quelle	In: Evaluation & Research in Education, 24 (2011) 3, S.203-216 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0790
DOI	10.1080/09500790.2011.610504
Schlagwörter	Young Adults; Foreign Countries; Communicative Competence (Languages); English (Second Language); Second Language Instruction; Guidelines; Evaluation Methods; Second Language Learning; Teaching Methods; Intervention; Educational Change; Educational History; Faculty Development; Bangladesh + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Richtlinien; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; History of education; Bildungsgeschichte; Bangladesch
Abstract	This article presents the context and framework for evaluation studies of educational transformations associated with the English in Action Project, Bangladesh (EIA) as it progresses over a nine-year period. EIA was launched in May 2008 with the intention of developing communicative English language learning and teaching in Bangladesh. Through a range of interventions involving school students, teachers and young adults, EIA aims to achieve measurable changes in the way that English is taught and learned in Bangladesh, such that useful communicative competence results. Before the interventions were launched, baseline research was undertaken to examine the environment and contexts within which the project would operate. The Baseline Studies not only provide information and data that will enable subsequent comparisons to be made to assess the impact and effects of the project, they also make evidence available to inform the development of project activities. Innovative approaches to language and teacher development are being employed in order to address the challenges and legacy issues identified. Evaluation of the anticipated qualitative changes over the life of EIA requires a broad programme of studies focusing on the various target beneficiaries. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10