The role of flexibility in the context-adaptive model for language programme evaluation: a case study

Abstract

The demand for flexible, context-adaptive language programme evaluations has increased commensurately with the demand for context-specific language intervention programmes. In turn, an emphasis on the role of flexibility in language programme evaluation models to guide context-adaptive evaluations has grown. Lynch (1996; 2003) highlights the flexibility and adaptability of his Context-adaptive Model (CAM). This article explores the role of flexibility in the CAM in theory and in practice. The first section presents a description of the model that highlights its flexible evaluation approach. The second section sketches the specific education context of a language intervention programme namely, the English as language of learning and teaching (LoLT) Course. The third section explores the role of flexibility in a context-adaptive impact assessment of the English as LoLT Course. The final section discusses the role of flexibility in the CAM in the broader, meta-evaluation context of language programme evaluation frameworks.