TY - JOUR
AU - White, Ron
AB - funding dried up. What British project designers seem to have almost stubbornly failed to understand is that the speed of change laid down in project time scales (which is in turn dictated by the finite availability of funding) seldom if ever corresponds to the speed of change which can realistically be managed by the in-country project partners. Jacqueline Widin’s timely book takes up and considerably extends this story with case studies of two Australian ELT projects, examples of what Widin terms international English language education projects (IE LEP s). Project 1 was concerned with teacher training in Laos and Project 2 with developing a professional development pathway for Japanese English language teachers in secondary schools. Both projects operated under similar conditions, with tendering by combinations of Australian universities and private agencies working within a widely used project framework (see Aus Aid 2005). In her study, Widin sets out to offer a new understanding of how project implementation and development are represented and therefore accessible to evaluation beyond budgetary issues and objectives stated in the project documents .... It is my intention to reveal the ways in which ELT project work pursues particular interests. (p. 23) In Chapter 1, Widin 
TI - Illegitimate Practices: Global English Language Education
JO - ELT Journal
DO - 10.1093/elt/ccr038
DA - 2011-07-01
UR - https://www.deepdyve.com/lp/oxford-university-press/illegitimate-practices-global-english-language-education-dhRQnhy48k
SP - 359
EP - 361
VL - 65
IS - 3
DP - DeepDyve
ER -