THE PROBLEM: This study proposes to empirically evaluate the effectiveness of the Central City English Village (CCEV) curriculum in Central City (CC) Elementary School by exploring perceptions regarding the curriculum of the CCEV among the elementary school administrators, native English teachers, non-native English teachers, and fifth grade students.;METHOD: This study employs a mixed method design consisting of both quantitative and qualitative approaches. In order to discover a deeper understanding of the CCEV program, an illuminative evaluation was conducted in this research by investigating participants' perspectives on aspects of English teaching in the CCEV through questionnaires, interviews, observations, and collection of available institutional documents related to the CCEV. Data collection consisted of four stages in this study: stage 1) reviewing documents related to the CCEV program; stage 2) administering questionnaires to obtain data from 182 fifth-grade students in the CCEV; stage 3) observing 28 CCEV English courses taught by NETs and NNETs individually; stage 4) interviewing 35 randomly selected fifth-grade students, three NETs, four NNETs, and three CC Elementary School administrators.;RESULTS: The quantitative analysis findings showed that the 182 fifth grade CC Elementary School students thought the learning level of the content in the CCEV was appropriate for them and they enjoyed the relaxed learning style in the CCEV. Students were also satisfied with the NETs, NNETs and situational settings in the CCEV. In addition, most of the students agreed the overall CCEV curriculum improved their English learning.;The qualitative analysis generated additional details from interviewing four groups of participants. Many participants declared that the CCEV educational content was practical and suitable. A majority of participants were satisfied with the sense of reality and completeness of the CCEV regarding the situational settings. Most of the participants also indicated that relaxed learning styles that are fostered in the CCEV enhance students' English learning motivation and attitudes, and English teachers felt that the students tended to be more willing to speak English in the CCEV. Finally, the NETs, NNETs, and school administrators also raised some recommendations and expectations for how to improve the future curriculum development in the CCEV program. Therefore, the findings of this study highlight the benefits and challenges of implementing a language program in the CCEV.
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