Globalization and the digitalization of our lives have made it impossible to avoid (inter)cultural encounters. In the traditional classroom environment, students are expected to juggle a myriad of choices almost simultaneously. Factors like grammar, pronunciation, word choice, etc. are all important assessment factors to consider when looking at…

Despite the centrality of the Common European Framework of Reference for Languages (CEFR) in language teaching and assessment, studies investigating its learning outcomes in language program evaluations are quite scarce. This paper aims to evaluate the effectiveness of a modular English preparatory school program through the Foreign Language…

Due to its essential role in communication among diverse individuals and human communities, the cultivation of interculturality is among the foremost aims of educational domains. Short-term study abroad can be one way to help students develop interculturality. However, there is a lack of a clear picture regarding the multidimensional impact of…

Despite encouraging changes in the expectations of programming for persons with moderate to severe intellectual disability (MSD), data suggest that programs for these individuals are still lacking in several critical areas. Building administrators play a key role in promoting high quality programs for students with MSD within local schools but may…

Content and Language Integrated Learning (CLIL) represents an increasingly popular pedagogic approach that has evolved in response to the recognised need for plurilingual competence in Europe. In this article, we present key findings from one of the first large-scale, multidimensional CLIL evaluation projects. We begin by outlining the emergence…

Students who use augmentative and alternative communication (AAC) represent a heterogonous group with complex communication needs. AAC--including aided communication means (e.g., pictures, devices) and unaided (e.g., signs, gestures)--is often used to support students who have difficulties with speech production, language comprehension, and…

This study aimed at investigating the effectiveness of a training program based on the post process approach in enhancing English prospective teachers' presentational communication skills and intercultural communication competence. Sample of the study consisted of thirty six prospective teachers. Written and oral presentational communication…

This paper offers insight into learning Slovak in an e-learning environment. The need to reach distance-learners of Slovak led to the implementation of a web-based course on Slovak language and culture in 2008-2010. The pedagogical basis of the course, called Virtual Slovak, is the socioconstructivist approach to teaching and learning, in which…

A number of reports in the US have highlighted the country's need for improved second language skills for both national security and economic competitiveness. The Language Flagship program, launched in 2002, aims to raise expectations regarding language proficiency levels at the post-secondary level and to address structural gaps in the curricula…

This year is designated as Thailand's "English Speaking Year" with the aim of improving the communicative competence of Thais for the upcoming integration of the Association of Southeast Asian Nations (ASEAN) in 2015. The consistent low-level proficiency of the Thais in the English language has led to numerous curriculum revisions and…

Implementation of communication-across-the-curriculum initiatives has outpaced their systematic assessment, leaving many stakeholders wondering whether faculty and students are benefiting from the emphasis on writing, speaking, and other communicative media in discipline-based courses and curricula. Increasing interest in assessment, however, has…

This article reports on a study carried out twice on an online second language course that was set up between a Canadian University and a German University. In that course, students of German in Canada and students of English in Germany exchanged 2,412 messages in 2004 and 1,831 messages in 2005. A list of processing criteria for assessment was…

In this evaluation of the fourth and final year of a Japanese and Korean bilingual education program, the program's seven major goals and sub-objectives are reviewed, and the program's success in attaining these goals is discussed. Data was obtained from visits to participating schools. It is concluded that the program met 15 of its 16 stated…

The external evaluation of the Title VII Bilingual Education Program of the Clovis Municipal Schools (NM) is described. The purpose of the program is to provide bilingual instruction for selected participants, grades K-3, in eight elementary schools. The evaluation was designed to (1) observe classroom teaching and activities utilized in bilingual…

Reports on an evaluation of the Bangalore/Madras Communicational Teaching Project (CTP), a content-based approach to language learning. Analysis of 21 lesson transcripts revealed a greater incidence of error treatment of content than linguistic error, consonant with the CTP focus on meaning rather than form. (26 references) (Author/CB)