This major new text analyzes changes and continuities in the current international order and their implications for understanding international development in the 21st century. The author assesses the extent and impact of globalization as well as the emergence of a more aggressive unilateralist and militarist stance by the United States and the debates this has provoked on hegemony, empire and imperialism. He offers a careful rebuttal of mainstream thinking on development and globalization while also challenging some key arguments of its radical critics.

The author examines the rise of the BRICs and the supposed decline of the United States. Focusing on the boom years from 1992 to 2007, and the crisis years after 2008, he argues that there are limits to the rise of the former and that the extent of US decline has been greatly exaggerated.

The authors describe evaluation as a way of understanding and developing language programs: the thematic and background section sets out the decision-making, quality management, and learning functions of evaluation. Case studies illustrate the diversity of evaluation contexts, functions and approaches, documenting the ways in which evaluation processes and outcomes inform and facilitate program development, and contribute to explaining how language and teacher education programs constitute opportunities for learning. The ways in which evaluation practice can be researched and developed to maximize policy, institutional and program effectiveness is included, and a comprehensive set of resources for those commissioning, undertaking or researching language program evaluations concludes the text.

The author examines the rise of the BRICs and the supposed decline of the United States. Focusing on the boom years from 1992 to 2007, and the crisis years after 2008, he argues that there are limits to the rise of the former and that the extent of US decline has been greatly exaggerated.

The authors describe evaluation as a way of understanding and developing language programs: the thematic and background section sets out the decision-making, quality management, and learning functions of evaluation. Case studies illustrate the diversity of evaluation contexts, functions and approaches, documenting the ways in which evaluation processes and outcomes inform and facilitate program development, and contribute to explaining how language and teacher education programs constitute opportunities for learning. The ways in which evaluation practice can be researched and developed to maximize policy, institutional and program effectiveness is included, and a comprehensive set of resources for those commissioning, undertaking or researching language program evaluations concludes the text.