Abstract
This study reports an eclectic evaluation of a language program. The evaluation involved a formative phase (to develop a theoretical framework of language pragmatics, to develop materials and strategies); and a summative phase (a field trial involving pre-post outcome measures, student and teacher perceptions of the program, and the application by an external evaluator of the LoU scale of the measure of adoption of an innovation). The outcomes were consistent with the expectations generated by the theory of language pragmatics and learning-in-context. Important insights were gained into aspects of classroom organization and the level of adoption of program innovations by teachers.
