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A framework for evaluating qualitative changes in learners' experience and engagement: developing communicative English teaching and learning in Bangladesh

机译：一个定性评估变化的框架学习者的经验和参与:发展交际英语教学和学习孟加拉国

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摘要

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.
机译：本文介绍了背景和框架教育的评价研究与英语相关的转换行动项目,孟加拉国(EIA)的进展在九年的时间。2008年发展的意图语言学习和交际英语教学在孟加拉国。干预措施涉及学校的学生、老师和年轻人,环境影响评价的目标是实现可衡量的英语是教和变化在孟加拉国,这样有用交际能力的结果。干预措施的推出,基线研究进行检查环境和上下文内的项目运作。基线研究不仅提供信息和数据,使后续的比较进行评估和效果的影响这个项目,他们还提供证据通知项目活动的发展。创新方法语言和教师被雇佣来发展地址和遗留问题的挑战识别。定性变化的生活环境影响评价要求一项广泛的研究关注各种目标受益者。

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