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Presents a supportive approach to teacher-performance evaluation. Key principles that underpin a teacher-supportive evaluation system; Elements of a teacher-supportive review system; Importance of collecting students' views about their teacher and classroom environment; Teachers' view of a supportive approach to teacher-performance review.

Argues that within developmental educational contexts, modalities of training have to be worked out in relation to the need to develop the most valued aspect of a non-native English teacher's competence - a high level of English language proficiency. Results of a survey of Sri Lankan teacher trainees' views on language development; Strong support for curriculum revisions.