A Cross Program Evaluation of Major Intensive English Programs.

Autor/inn/en	Grosse, Christine Uber; Lubell, Dawna
Titel	A Cross Program Evaluation of Major Intensive English Programs.
Quelle	(1984), (18 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; College Faculty; College Second Language Programs; Comparative Analysis; Curriculum; English (Second Language); Higher Education; Intensive Language Courses; National Surveys; Program Design; Program Development; Program Evaluation; Program Length; Second Language Instruction; Tuition + Suchen Sie Ihr Suchwort? Fakultät; Curricula; Lehrplan; Rahmenplan; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intensivkurs; Sprachkurs; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Unterweisung; Unterricht
Abstract	An evaluation and comparison of college and university intensive English programs in the United States focuses on program structure, organization, curriculum, faculty, program strengths, and areas for development. The evaluation instrument was a five-page questionnaire returned by directors of 41 of the 51 qualifying programs. It was determined that the typical program conforms to standard session lengths, meets five days a week, and has 14-17 students. Most of the programs charge upwards of $1,400 per session. Many offer multiple levels of instruction and basic skills are offered in all, while special skills such as study skills, test preparation, accent reduction, and survival English appear in almost half. English for special purposes is available in half the programs, and credit is offered in almost half. Most directors named faculty and curriculum as major program strengths, followed by reputation and administrative quality. The areas of weakness cited were research and materials development, the language laboratory, and student recruitment, followed by faculty working conditions. The administrative structure varies widely, with one third of the programs belonging to divisions of continuing education, while others are part of modern language, linguistics, arts and sciences, humanities, developmental studies, and other departments. Administrative positions also vary greatly, and slightly more than half of the faculty were found to be working with full-time contracts. Appended tables provide statistical data from the responses. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01