Exploring intercultural program evaluation in Mexico
Date
2002
Authors
Hasinoff, Judy
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002
Abstract
The focus of this paper is to determine the validity of an English as a Foreign
Language (EFL) program evaluation project in Mexico. That work, begun in 1998,
involved evaluating the English portion of a grades 1-9 bilingual program in a private
boys' school, and was based on a set of standards developed specifically for the project.
The ultimate goal of that program was to obtain a parchment of International EFL
Program Recognition by Lethbridge Community College. As the program evaluation
evolved it became increasingly apparent that an evaluation of the actual recognition
process was important in order to ascertain that the method of evaluation employed was
effective and academically credible.
To meet this end, a series of evaluation tools was designed targeting a wide range
of stakeholders. The tools included surveys and questionnaires, as well as interviews and
site inspections. Some of the evaluation work was undertaken on-site in Mexico, with
other portions effected through e-mail communication. The majority of the data was
collected and sorted qualitatively through the identification of recurring themes and the
webbing of emerging information which appeared to be particularly useful. The responses
to one tool were numerical, requiring a quantitative analysis of the results. Once all of the
data had been examined and manipulated, a report was prepared for the school which
included presentation of emergent results and recommendations for change.
However, work on this project was not completed at this point. Rather, it had
become apparent that, in order to more fully understand diverse elements involved in this study, research had to be done to inform the project more fully. Thus, the areas of
intercultural action research, Mexican culture, trends and issues in additional language
education, and English as international language were explored in relation to this study.
As such, underpinnings to the project were strengthened, and the research informed
reflection on--and understanding of--the work.
Although the actual evaluation of the evaluation project is now complete, the
project itself is dynamic, and has actually expanded to other schools. Thus, reporting
definitively on a completed project cannot be done. Instead, findings--such as the
challenges of intercultural communication--have been reported here which are valuable in
informing future work in Mexico. Additionally, challenges have emerged which are
discussed in this study, and which, because of the reflection and research accompanying
this study it is hoped will be able to be dealt with positively in future EFL program
evaluations in Mexico.
Description
vi, 201 leaves ; 29 cm. --
Keywords
English language -- Study and teaching as a second language , English language -- Study and teaching -- Foreign speakers , English language -- Study and teaching -- Mexico , Intercultural communication -- Mexico , Cross-cultural orientation -- Mexico