This paper reports on a three-year Spoken English project involving triangular co-operation between Universiti Sains Malaysia, the British Council and the University of Edinburgh. It considers some of the problems (and advantages) of involving external consultants, then describes and evaluates the Spoken English project, and suggests potential insights for similar language education projects. The format reflects in microcosm the professional dialogue between the participants in the project.
Get full access to this article
View all access options for this article.
References
1.
Alderson C. and Beretta A.1992. Editorial postscript. Evaluating second language education . Edited by C. Alderson and A. Beretta96-99. Cambridge: Cambridge University Press.
2.
Alderson C. and Beretta A. (eds) 1992. Evaluating second language education . Cambridge: Cambridge University Press.
3.
Alderson C. and Scott M.1992. Insiders, outsiders and participatory evaluation. Evaluating second language education. Edited by C. Alderson and A. Beretta25-58. Cambridge : Cambridge University Press.
4.
Coleman H.1992. Moving the goalposts: project evaluation in practice. Evaluating second language education. Edited by C. Alderson and A. Beretta222-246. Cambridge : Cambridge University Press.
5.
Ellis G.1996. How culturally appropriate is the communicative approach ? ELT Journal50/3: 213-218.
6.
Holliday A.1994. Appropriate methodology and social context. Cambridge: Cambridge University Press.
7.
Holliday A.1995. Handing over the project: an exercise in restraint . System23/1: 57-68.
8.
Kramsch C. and Sullivan P.1996. Appropriate pedagogy. ELT Journal50/3: 199-212.
9.
Long M. and Crookes G.1991. Three approaches to task-based syllabus design. TESOL Quarterly26/1: 27-55.
Lynch T. and Anderson K.1992. Study speaking. Cambridge: Cambridge University Press.
12.
Mackay S.1992. Teaching English overseas: an introduction. Oxford: Oxford University Press.
13.
Pica T., Kanagy R. and Falodun J.1993. Choosing and using communicative tasks for second language instruction. In Tasks and language learning: integrating theory and practice . Edited by G. Crookes and S. Gass.Clevedon, Avon : Multilingual Matters.
