An evaluation of language materials developed by the Language in Learning and Teaching (LILT) project in terms of the language development of the learners using them, based on what they aim to achieve and their perceived functions in the light of the guiding principles under-pinning the LILT project.

Abstract

The focus of the research reported on in this dissertation is an evaluation of the Language in Learning and Teaching project (LILT), in terms of its ability to facilitate English language development in schools where both educators and learners are second language speakers and where the Language of Learning and Teaching (LoLT) is English. The research involved two main phases. During the first phase I established evaluation criteria from the literature review, from another project the English Language Education Trust, (ELET) and from my own experience and feedback from the end-users (Le. teachers) and the observation of workshops. In the second phase I evaluated the LILT materials against the criteria developed in the literature review, analysed the feedback from end-users in the form of a questionnaire and made recommendations. In this dissertation the following terms will be used interchangeably: teacher, educator, facilitator and tutor because in the quoted passages, the term teacher is largely used. However, in Outcomes-Based Education (OBE) the terms educator, facilitator and tutor are used.