Month: April 2020

Language teaching post lockdown

Traditional language schools all over the world have been obliged to shut their doors alongside all other non-essential services as part of the global strategy to stem the number of people contracting Covid-19, which is based on keeping people away from each other where possible. Most language schools I know have made an effort to switch to online teaching (something I’ve been encouraging for over 20 years, see previous posts on the subject) and a good number have probably surprised themselves by how painless the transformation has been.

But what of the future? As the number of Covid-19 cases slowly declines, governments around the world are beginning to wonder how and when they can ease the current lockdown and get their economies moving again. In Spain construction workers are back on site. In Denmark nursery and primary schools have reopened their doors. It’s likely that all schools, including language schools, will be allowed to reopen after the summer, if not before. At the same time it is extremely unlikely that an effective vaccine against Covid-19 will become available until the end of the year, at the very earliest. So what should language schools be planning to do if or when their governments say they can re-open their doors before a vaccine becomes widely available? Can they go back to traditional classroom teaching and keep their staff and students virus-free?

One option would be for schools to continue to offer online courses only, and keep their premises mothballed until such time as a vaccine is available and it becomes perfectly safe to mix and mingle with other people again. But that’s probably not a realistic option for most language schools, as the income generated from students studying online probably won’t be enough to cover costly overheads, such as sizeable school buildings, even if they are mothballed. What’s more, this sort of ‘safety first’ strategy could play into the hands of competitor schools that do decide to open their doors and invite students back into their classrooms.

So what other options are there? One might be to introduce a form of social distancing in the schools and classrooms. This could involve reducing the number of students per group and ensuring students are kept two meters apart while they study. This may be feasible in some cases, but most language schools probably don’t have classrooms big enough to make this an option, unless they reduce the number of students in each group to 3-4, and that would probably make the groups economically unviable.

Would it be possible to have some students in the classrooms and others attending the same class online? They would present certain technical difficulties, but it may be worth looking into.

Another option might be to ask students to produce evidence that they are not contagious before they start their course. Governments around the world are desperately trying to increasing their testing facilities, and it may soon become feasible to test a large proportion of the population every few weeks. There is also the possibility that students could have an app on their phone which indicates whether they are free of the virus or not. This sort of technology is already being used in China (apparently) so it may become more widely available soon.

Predicting how the pandemic is going to evolve is obviously extremely difficult. But it’s not so difficult to predict that mass vaccinations are not going to be available any time soon and in the meantime, language schools (especially private language schools) are going to have to find a way to increase their income in order to survive. How to do that without compromising the health and safety of their students and staff is the challenge.