My recent interview (in English) on El Punt Avui TV. Talking about how I started out in the language teaching business, some of what’s happened over the past 40 years and what may happen in the future.
Back in 2007, on my way home from the ICEF workshop in Berlin, I was trying to think of new ways that we could make IH Barcelona stand out from the ever-increasing crowd of private language schools offering Intensive Spanish courses in our fair city. Having spent the previous few days in environmentally conscious Berlin, an idea occurred to me: we could perhaps become the world’s first accredited environmentally friendly language school. This could have three real benefits:
- It could become a useful marketing tool, helping us attract environmentally conscious students from other parts of the world.
- It might help us lower some costs, by cutting back on the amount of paper, water and energy we use.
- It would lessen the impact our activities have on the environment and, as the slogan says, every little helps.
Having spent some time researching options, we eventually decided to go for EMAS which is the European Union’s Eco Management and Audit Scheme. To summarise what this involves:
- We have to publish an Environment Policy which specifies our aims and approach
- We have to set ourselves targets to reduce the consumption of energy, water, paper and so on.
- We have to recycle everything that can be recycled
- We have to ensure that we avoid purchasing products that can be damaging to the environment (e.g. cleaning materials) and replace them with products that are as benign as possible
- We have to keep detailed records of all of the above and undergo two external audits each year.
We almost certainly were the first language school in Spain (if not the world) to achieve EMAS accreditation and we have now been on the register for 8 years.
So have the benefits we anticipated from adopting this policy materialised? Yes and no.
- Our Eco-friendly policy probably hasn’t as much impact as a marketing tool as we originally hoped, although these things are notoriously difficult to gauge. One corporate client once told us that they had chosen us to be their provider as they were also on the EMAS register. But that’s just one case of our environmental policy having tipped the buyer’s decision in our favour. Has this policy influenced other clients in some shape or form? Our surveys suggest it might have, but not to any great extent.
- While we’ve clearly lowered the amount of money we spend on utilities and consumables, we’ve had to spend rather more money than we’ve saved. Primarily because we’ve had to employ a part-time (but extremely enthusiastic) Environment Officer to oversee and manage the whole process. Secondly because the cost of the external audits isn’t exactly cheap.
- The area where the policy has probably been most successful has been on lessening our impact on the environment. We have reduced the amount of energy we use in relation to student numbers consistently, year on year. The same with water and paper. We still have room for improvement – we still can’t persuade all our staff and students to always switch the lights off when they leave a room; and the amount of paper we use still seems excessive to me. But there is definitely a greater awareness of these issues in the school and while there will always be a number of cynics, peer pressure to consider how our behaviour impacts the environment increases each and every year.
So has it all been worth it? On balance I believe it has. We’re not about to stop global warming on our own, but at the very least we’re able to help raise awareness and we’re seriously trying to set a good example.
As our slogan says “The Earth is our International House”.
For more information on EMAS: http://ec.europa.eu/environment/emas/index_en.htm
To see our environment policy: http://www.ihes.com/bcn/medioamb.html
The EFL industry in Spain enjoyed a mini boom during the early years of the global economic crisis as many adult students rushed to improve their English language skills, either to get themselves back into the job market, or else in an attempt to hang on the job they had. As we reached the new decade, the boom slowed down and then started to tail-off. But no-one expected the sudden and significant drop in adult student numbers that hit the industry at the start of the current academic year.
The drop wasn’t school, city, or even region specific; it was the same story all over Spain. And the numbers were eye-watering. Depending who you talk to (and/or who you believe) adult student numbers fell by between 10-20%. Enough to make any school owner or manager wince.
What happened? Where did all these students go? Well, as is normally the case, there is no one, simple answer. There has been a slight upturn in in-company teaching, so it may be that some students, who were previously paying for their own courses in our schools, are now studying in their company (if they’re fortunate to have a job in the first place; Spanish unemployment is still well over 20%.)
The standard of English teaching in main-stream education is also getting better, slowly, so it may be that there are more school leavers who have achieved a basic level of communicative competence.
Some adult students – especially the younger ones – may also have decided to switch from a traditional, bricks and mortar language school to a Web-based classroom.
My own theory is that it’s the free movement of labour in the European Union which is having the greatest effect on our market. In other words, as there so few jobs available in Spain, hundreds of thousands of young adults – many of whom may previously have been our students – have simply upped sticks and gone abroad to find work.
A recent survey conducted in the UK indicates that migrants from Spain rose to 137,000 in 2015 (up from 63,000 in 2011). Most of them are probably working in relatively unskilled jobs in hotels, bars and restaurants, but at least they’re working – and they’re improving their English language skills as they go.
A similar number probably emigrated to other countries in the north of Europe and another significant number emigrated to Latin America. Add up all these emigrants and we could be looking at a total of well over 300,000 migrants – just in 2015.
On a recent trip to Oxford I met a young Spanish guy, working in a hotel, who had previously been a student at our school in Barcelona. He’s a typical example. Will he ever move back to Spain, I asked him? Perhaps, in the future, he said, but only if the situation in Spain changes and he can find a decent job. His new fluency in English, learnt by living and working in Oxford, might just help him with that.
So where does that leave Spanish language schools? Will adult students come back to our schools in the same numbers as before? Probably not. But that doesn’t mean we have to give up on this market. If adult students won’t come to us, we can use the Internet to take our services to them. Even those living and working abroad.
As avid readers of this blog will know, I’m responsible for a company called Net Languages that has been developing and delivering Web-based language courses for over 18 years. During this time we’ve established ourselves as a reputable company that knows what it’s doing and delivers an effective and reliable service.
One of our sales representatives recently suggested that it would make it easier for him to compete with some of the many new-comers to our market if our courses were accredited by a reputable university – preferably from an English speaking country. He’s probably right. We all know that the word ‘university’ has almost magical properties.
That said, I honestly doubt there is a single university out there that knows as much about second language acquisition and how to deliver effective Web-based language courses as we do. So if we decide we need ‘accreditation’ what we’re really talking about is a straightforward commercial arrangement i.e. paying for the respectability that the word ‘university’ conveys.
As most universities are struggling to make ends meet, it shouldn’t be too difficult to find one interested in the idea of charging us a fee to add their seal of approval to our courses – even if they don’t know too much about it.
Organisations like the British Council, the Instituto Cervantes, EAQUALS, or International House provide meaningful accreditation to bricks and mortar language schools, as most (if not all) of these organisations do know what they’re doing. They perform rigorous inspection visits, evaluate schools’ performance and help raise standards. But the field of Web-based language teaching is rather less well catered for.
Perhaps I should start an independent accreditation scheme for Web-based language courses. But I’ll probably just go and find a university.
Picture this: a Chinese businessman walks into a meeting room where two clients – one German and one Italian – are waiting to greet him. They are all wearing small, high-tech ear pieces which contain both a miniature speaker and a microphone. These devices are connected by Bluetooth to the businessmen’s latest generation smart phones, which nestle comfortably in their jacket pockets. The Chinese businessman greets his clients in Chinese. His smart phone picks up the sound of the greeting, converts the voice into text, and then sends the text message to his clients’ phones. Their phones receive the text greeting, translate it into German or Italian, convert the text message into voice and transmit the now spoken message into their ear pieces. It all happens instantly. The German replies in German and his response is again picked up and translated by the others’ smart phones. Each person at the meeting continues to express himself in his own language and each participant hears every utterance made by the others in his own mother tongue.
This trilingual translated conversation probably wouldn’t sound entirely natural. Only one person would be able to speak at the same time (so the translator wouldn’t be much use at raucous dinner parties) and each participant would probably need to speak rather more slowly and clearly than they would do if they were speaking to someone who shared their mother tongue. Nevertheless the speed of interaction would certainly be faster than it would have been if they had been obliged to use an interpreter; and the intelligibility of the conversation would almost certainly be better than it would have been if they had all tried to communicate in a second (or third or fourth) language.
This combination of voice recognition and instant translation is the sort of thing we are used to seeing in futuristic TV programs such as Star Trek. Douglas Adams, author of A Hitchhiker’s Guide to the Galaxy, also famously invented a creature called the Babel Fish that lives in the owner’s ear and is capable of translating any language in the universe instantly and faultlessly. While we´re still some way away from being able to travel across the universe at warp speed, (or discovering if the number 42 is indeed the meaning of life, the universe and everything) the prospect of everyone having access to a Universal Translator is distinctly less remote. Both Google and Microsoft are busy developing this technology and it seems only a matter of time before their programs become proficient. In 2014 Google announced that their instant translator was working with around 70% accuracy between English and Portuguese. Microsoft has also demonstrated a program capable of real-time spoken translation which it plans to integrate into Skype.
The key questions for anyone involved in the language teaching business are;
- How long will it be before such programs are both accurate and commonplace?
- Once such tools are widely available, will anyone still want to learn a second or third language?
The first question is difficult to answer with any degree of certainty. We all know that both voice recognition software and machine translation have a fair way to go before they can be relied upon. But they will get better, especially if giant corporations such as Google and Microsoft throw their almost limitless resources at the challenge. My best guess is that it will take rather less than 10 years …
As for the second question, we should probably separate those people who study a second language because they need to (i.e. for school, for work or to enhance their career prospects) from those people who study another language simply because they want to.
Needless to say there will always be people who want to be able to express themselves in a second or third language. There are also arguments for suggesting that fluency in another language increases brain power and might help stave off the onset of mental diseases such as dementia.
But it seems self-evident that a large proportion of the people who are currently studying a second or third language in our schools are motivated to do so largely by the extrinsic benefits it can bring, rather than by any intrinsic joy or value. A safe assumption, then, is that when a program exists that does away with the need to study another language, given the choice, a large proportion of our clients may well find some other way to spend their time and money.
This would not be good news for the language teaching business. It would be equally damaging for interpreters, publishers, exam boards, and all their myriad suppliers.
A lifeline may be provided by the world’s education ministries, which might decide to leave second or third language studies on the curriculum, irrespective of the rise of universal translators. If they continue to struggle to teach languages effectively (as they currently do in large areas of the world), private language schools should still be able to make a living by picking up the pieces. But what if future curriculum planners decide to abandon second or third languages in favour of more maths, or something relatively new like computer programming?
Before we collectively fall into despair, let’s just remember that many people in our industry (myself included) predicted that paper-based text books would have vanished by now; yet they still sell in their tens of thousands, even in fully-wired, developed countries. Could fear of the effects of the Universal Translator be equally misplaced?
The good news is that, no matter what the mid to long-term future brings, we probably still have a viable business for several years to come. At the very least, that should give us enough time to develop an exit strategy.
The 2015 edition of IH Barcelona’s ELT Conference featured a world-class line up of speakers. Coincidentally, three of the plenary speakers, Michael Swan, Scott Thornbury and Martin Parrott, all talked about a similar issue: how the English language is changing and what impact these changes might have on the language that we teach in our classrooms. The consensus of opinion of all three speakers was that while English has always been subject to change, the pace of change is increasing fast and the TEFL industry is lagging behind.
One example: we have all been told that we should use ‘less’ when we speak of uncountable nouns and ‘fewer’ for countable objects. But according to Martin Parrot, this distinction was unheard of until the 18th century. Previously ‘less’ was used for all nouns. A few centuries later and ‘less’ is evidently reclaiming its right to be used on every occasion, although students who write ‘less cars’ in an end of course exam are still likely to be marked down.
Would a student be marked down for saying “I so don’t agree with you” or “I was sat there for hours” in an oral exam? Probably not. What about a written exam? Probably yes.
Martin Parrott, who’s talk was entitled ‘The Tyranny of TEFL speak’ made the point that most English language course book writers seems oblivious to most of these changes and consistently produce a version of English that essentially reflects the way university educated, middle class people living in the Home Counties spoke in the 1970s and 80s.
So how should this natural evolution of language impact our classroom teaching? Should we accept any utterances that are commonly used, however much they might grate on our ingrained sense of correctness? Should we teach students how people actually speak in this day and age, but warn them that certain commonly used words and expressions shouldn’t be used in exams? That might be one solution, but it doesn’t feel quite right.
As Scott made abundantly clear, all languages change over time and globalisation has hastened the changes. That said, not all languages are quite as amorphous as English seems to be. In some cases this is because the natural process of change is corralled by institutions which seek to keep some semblance of control. Spanish is overseen by a collection of highly prestigious academics and authors who collectively make up the Real Academia Española. These eminent minds meet periodically to discuss which changes to Spanish are acceptable and which are not. Whatever they say goes. Students taking the Instituto Cervantes’ Spanish language exams don’t therefore have to navigate the fast expanding grey areas that students of English are increasingly faced with. If the Real Academia says something is admissible, that’s fine. Otherwise it just ain’t.
Cultural historians may like to consider why Spain has an official body of language overseers whose role is to determine what is and isn’t allowed in Spanish, whereas the free market seems to hold much greater sway in England, at least outside the “tyranny” of most EFL course books and exams. But that’s a debate which goes way beyond the scope of this blogpost, innit?
Parent to child: What would you like to be when you grow up, dear?
Child: Director of a private language school!
Parent: Really? That’s an odd choice. Why do you want to do that?
Child: Well, I like languages. I like travelling. And I’d like to make some money.
Parent: Well, if you’re sure that’s what you want…
Child: What do you think I should study?
Parent: Umm, let me think. Language teaching? Business management?
Child: Both at the same time?
Parent: Probably not. Best do the language teaching bit first and then, if you’re still keen, do the business management afterwards.
Child: That sounds complicated. Maybe I’ll be a vet instead.
Parent: Yes, that sounds much more sensible.
How do you learn how to run a private language school?
Well, some managers come ‘ready-made’ in the sense that they’ve studied an MBA and/or worked as managers or consultants in a different industry. Some of them are quite successful. But most of the managers I know in the language teaching business have made their way along the following long and winding path:
It starts with a language teacher training course (I’d recommend the CELTA for English language teachers, but there are alternatives). Then you go off and get some experience teaching your own language, probably somewhere abroad. After a couple of years, if you’re still having fun, you might take a more advanced qualification (still completely focused on teaching). If you survive that, you could then move into a position of some responsibility, perhaps as a level head, or Assistant Director of Studies. A year or two later you’ll probably have to choose between taking the academic branch on the language teaching career ladder (and become a teacher trainer, Director of Studies or possibly even a materials writer) or take a leap into the much less familiar, much harder-nosed world of business management. (OK, it’s not exactly Gordon Gekko territory, but if not dog-eat dog, it can be parrot-pull-the-tail-feathers-out-of-parrot…)
If you choose to take the leap into business and you work for one of the larger language teaching organisations, you’ll probably find that they offer their own internal management training courses, which may or may not be useful.
If you’re tempted to make the leap but your employer can’t help, there are a couple of useful training courses out there which are open to everyone:
IH London offers an online course in Educational Management http://www.ihlondon.com/courses/diploma-in-academic-management/
IH Barcelona (my own outfit) runs a blended learning course leading to the International Diploma in Language Teaching Management http://www.ihes.com/bcn/tt/idltm.html
Excellent courses, but they are moderately expensive. If you can’t afford the fees (or your organisation isn’t prepared to help finance you) there is always the Web with its swarms of helpful user groups, networks and bloggers who are more than willing and quite often able to guide you.
But let’s face it, whatever pre-service training you do, nothing could fully prepare you for the daily smorgasbord of issues you’ll have to deal with as director of a private language school. Depending on the size of the school, you may end up being strategic planner, financial director and/or bookkeeper, marketing director, community manager, webmaster, human resources director, social programme organiser, exam administrator, janitor, cleaner, and standby teacher, all at the same time.
If that sounds daunting, it often is. But it can also be stimulating and fun. And there are plenty of opportunities out there for budding managers who are prepared to take the leap and put in the hours.
Alternatively, you could always become a vet.