| Program Intentions |
Program Activities and Resources (Inputs) |
Short-term Outcomes: Indicators (Outputs) |
Longer-term Outcomes: Indicators (Outputs) |
| To encourage the use of English as the primary means of communication during school hours |
- Creating TAC cards for each student
- Printing costs
- Making the lanyards
- Photographing the students
- Ensuring all students are aware of the rules
- Staff is actively monitoring students' English use
- TAC cards are tallied at the end of each day
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- Students are speaking English during school hours
- Students are using English for social communication between themselves and their peers
- Students are using English as their primary means of communication, even when teachers are not present
- Students view the program as contributing towards their English language development and take pride in their successes while participating in the TAC program
- Unintended Consequence: Students are quieter and less talkative for fear of reprisal for lapsing into non-English speech
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- Students' speaking skills have improved
- Students' spoken fluency has increased
- Students' confidence regarding their English use has developed
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| Incentivize student co-operation especially with regards to language development |
- Organizing TAC teams
- Bi-weekly pizza party for the winning team
- Losing team must perform a song
- Scoreboard to keep track of points
- Promoting the pizza party
- Assembling students to listen to the losing teams' performance
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- Students' work to encourage and assist their teammates use of English
- Students work with each other to develop the language skills necessary for effective communication
- Students do not regard losing as a serious punishment, but as part of the challenge, and an incentive to do better next time
- Unintended Consequence:Students participate out of fear of punishment rather than enticement towards reward.
- Unintended Consequence:Students participate for the reward (pizza party) rather than for the sake of English development.
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- Students improve their teamwork skills
- Students are interacting, assisting and co-operating with students in different classes/grades
- Students are rising to leadership roles when need be
- Students are able to support each other - using their own English to develop their teammates'
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| To formalize a policy of English language use within the school |
- Ensuring all staff members understand and enforce the program
- Staff time
- Establishing guidelines for fair enforcement, including 'safe zones' where students can speak other languages
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- There is a standard of expectation that exists throughout the school with understood consequences for not speaking English
- All staff are working to develop an English environment outside of the safe zones
- The school is understood to be an 'English language' zone and students work to enforce this among themselves
- Unintended Consequence: The school becomes an English environment and not one developed around the principles of International education: diversity, understanding and cultural sharing. Students feel a conflict between school philosophy and their culture.
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- Clear expectations regarding language use have been established throughout the school
- Students as well as staff work to maintain an English immersion atmosphere during school hours
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| To create a collaborative experience of interaction amongst all participants in the evaluation. |
- Evaluator and volunteer time
- Interactional workshops/forums in which members of all stakeholder groups voice perceptions
- Development and establishment of roles within the evaluation that are inclusive to members of all stakeholder groups
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- Members of all stakeholder groups are interacting in the evaluation
- Ideas and opinions from all participants are validated and a sense of community is being established
- Members from various stakeholder groups feel confident and safe to express their opinions and participate in the program
- Chinese staff members become more engaged in the process, and seek to develop an English environment that ocntributes to student language development as well as their own
- Groups are demonstrating a unity of purpose and interest in the development of the team members English
- Unintended Consequence: Group members are coming into conflict with each other due to individual success and failure within the confines of the program
- Unintended Consequence: Teachers and staff view the program as a new punative action to be taken upon students and not a tool to develop English language skills
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- Ownership towards the TAC program is represented in all participating groups
- Improvements and developments are undertaken collaboratively by members of all groups
- The program's perception has been redefined from a “top-down” implemented program to one of community pride.
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