Global developments in ELT: preparing for changemichaelcarrier.com/wp-content/uploads/2018/02/...3 -...
Transcript of Global developments in ELT: preparing for changemichaelcarrier.com/wp-content/uploads/2018/02/...3 -...
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Global developments
in ELT: preparing for
change
Michael Carrier
Highdale Consulting
CAFL Conference
Zagreb, February 2018
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Outline
1 – Changing landscape
2 – Reasons to be cheerful
3 – Policy Trends
4 – Reasons to be worried
5 – Innovation:
• Offer
• New markets, new niches
• Diversification
• Technology
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Boards:
About me…..
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1 – Changing landscape
• Schools closing in some locations
• Enrolments up & down
• Change in flows – shorter stays, last minute
• Adults down, Juniors up
• Commodification
• Tighter profits
• Schools losing out to university language centres?
• Moving to pathways and university entrance?
• Move to other languages?
4
Are we
doomed?
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2 - Reasons to
be cheerful
• 1500+ million learners of English globally
• ca. 0.5 million come to UK for English each year.
UK student market is only 0.3% of world demand
• “More than 1m students from 175 countries study in
the USA, with over 100,000 on short-term intensive
ELT programmes” EnglishUSA
• Ca.15m teachers of English globally – ca. 250,000
language school teachers, or 1.6% of global
profession
Demand still high
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Economically important
• Salary uplift
• GDP enhancement
• Global knowledge access
• Global research engagement
6
Salary Gap
The average salary gap of
someone who can speak English
vs. someone who does not is
approximately 20%Adequately Educated Workforce
•Over 50% of companies interviewed said that their
workforce was required to speak English
•30% of students in higher education aim to continue
their studies abroad, especially in English-speaking
countries, such as the UK, US and Australia
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Students are still learning & travelling
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UK experience valued
British Council 2017
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Why are they learning?
9
0
10
20
30
40
50
60
70
Australia Malta UK USA
Reasons for studying English
Work Study in target country Study elsewhere Pleasure
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Sitrep?
Reflection
• What are the pressures on
your school?
• Do a SWOT and/or
PESTEL of your school
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3 - Policy
trends
Language policy
Policy components include:
• Goals of English programmes
• Which standards are set
• Targets for learner outcomes
• When English begins
• How much time is spent
• How budgets are prioritised
• How teachers are trained
• Which content is taught
• How learners are measured
• How teachers are measured
We need a ThinkTank operation to keep track of
Language Policy changes in our key markets
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State school problems?
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Challenges in nonEU state schools
• Classes of 40-50
• Insufficient class hours - ‘Drip feed’ teaching eg 2-3 x 40mins per week
• Lack of English exposure outside school
• Multiple choice exams for English grading
• Low learner outcomes at 18
• Low student graduation levels at BA degree
• Students unprepared for post-grad study
• Graduates unprepared for international company work
• Teachers demotivated and overstretched - lack of investment in teachers
• Teachers underpaid – linguists tempted to other jobs
• Over-theoretical PRESETT
• Teacher language proficiency
• Lecturers/professors unprepared for EMI
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Policy trends
Language policy changes
• Ministry of Education reform
ambitions
• EYE programmes
• EMI expansion
• MTB-MLE directions
• Large-scale teacher upskilling
Rise of instrumental English
• Decline of general English:
ENPP
• Rise of ESPs
• Link to content (CLIL/CBI)
A clear driving force has been
the push towards language for
career development…
students want to put the
language into ‘action’
Study Travel magazine
Digital disruption &
adaptivity
• Personalisation
• Adaptive learning/testing
• Auto-marking research
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Policy targets for social goals
Learners:
• Reaching min. B1 at 18
• Reaching min. B2 at BA graduation
Teachers:
• Entering teacher training with min. B2 level
• Leaving teacher training with min. C1 level
Society:
• A bilingual workforce who can compete
internationally
• Globally-oriented, multilingual citizens
who gain access to the world’s knowledge,
employment and business opportunities
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CEFR levels First language (Skills averaged)
0%
20%
40%
60%
80%
100%
UK-
ENG
(FR)
FR
(EN)
BE nl
(FR)
PL
(EN)
ES
(EN)
PT
(EN)
BE fr
(EN)
BG
(EN)
BE
de
(FR)
EL
(EN)
HR
(EN)
SI
(EN)
EE
(EN)
NL
(EN)
MT
(EN)
SE
(EN)
Pe
rce
nta
ge B2
B1
A2
A1
Pre-A1
0%
20%
40%
60%
80%
100%
SurveyLang: EU Survey on Language Competences
“A language is learned better where motivation is high, where learners perceive it to be useful, and where it is used outside school; for example in communicating over the internet, for watching TV, or travelling on holiday. The more teachers and students use the language in class, the better it is learned. “
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The Trilingual world
Country L1 L2 L3
Peru Quechua Spanish English
Kazakhstan Kazakh Russian English
Malaya Bahasa Malay Chinese English
Rwanda Kinyarwanda French English
Switzerland German x 2 French, Italian English
Senegal Various local French English
Globalised
middle class
Home School &
Community
Higher education,
world of work
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Multilingual index
Reflection
• Add 5 points if you can speak a 2nd language
• Add 5 points if you speak it higher than B1
• Add 5 points for each other language @ A2 or
higher
• Add 5 points if you lived in a foreign country for
6 months+
• Add 5 points if your partner speaks a different
L1 to you
• Add 5 points if you speak to your kids in your
L2, not L1
30 or more - you’re a global multilingual citizen20 - 25 - impressive – a person of the future!10 - 15 - you need to see more of the world…Under 10 - you’re a native English speaker
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4 - Reasons to
be worried
about ELT
External factors, harder to influence:
• Political issues:
• Visas for study abroad
• Value of £ -for UK exams, study abroad
• Brexit
• Economic issues:
• price sensitivity
• cheaper nonUK alternatives
• Societal issues:
• Perception of value of UK experience
• Fashions in applied linguistic orthodoxy
• F2F-replacement technology
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Reasons to be worried
Internal factors :
• Competitive pressure on pricing
• Reducing Enrolments
• Homogeneity / commodification
• Price pressure on quality / commitment / facilities
• Poor Traffic
• Pedagogical philosophies (methods, content, activities)
• Face-to-face replacement technology
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New
competition
Local Intensive Courses
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Alternative learning modes
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Online
tutoring
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Lack of UK-
specificity
More UKness in courses?
• Business links – famous
companies, products, inventions,
innovators eg Hauser, Brunel etc
• Culture, folk music, folk art,
famous writers
• Links to ethnic community topics
– Asian food/music, Caribbean
art/food, Welsh & Scots history,
Pakistani guest lecturers etc
• History & place in the world
• Virtual visits to
cathedrals/castles/music venues
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Which English?
Models?
• UK & Anglo varieties
• World Englishes
• Globish?
• ELF - undermines value of
‘standard’ English
• Multicultural London English (MLE)
Issues?
• Welcome explicit accent /regional
diversity
• Balance shared & English ownership
• Address linguistic imperialism concerns
• Avoid undermining value of UK
experience
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Preparing for
change
Issues:
• Brand perception
• Markets & sub-markets, niches
• Products & services update
• Digital outreach
• Innovation strategies
• Price strategy
• Staff development
• Technology offer
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Diversification
Internal
• Design new courses & services
• Move from product to experience
External
• Provide remote & online services
Left field
• Sell consultancy to ministries
• Add Culture, leadership
Disrupt yourself:
• ‘premium brand’ development
• ‘value brand’ development
Challenge internal assumptions:
• Levels/hours/methods/materials
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Segments & niches
• Business / professional
• Culture
• Junior
• 30+
• ESP (eg TVET, health)
• EAP, Pathway, foundation
• EMI
• Online, blended, adaptive
• Remote, Synchronous tutoring
• Consultancy & Ministry
• Family courses
‘’Recently clients do not request
‘normal’ English lessons only’’
Study Travel Jan 2017
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5 - Innovation:
offer
What we can change
Attitudes, perceptions:
• Understanding of customer needs and
wants
• Perception of Anglo experience
• Responses to Brexit, news, media gossip
Learning offer:
• Product range
• Service quality
• Customer service quality/style
• Technology
• Lived experience of learning
• Emphasise Anglo context & culture
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Change pedagogy
Principles
• Approaches to assessment & short-term progression
• Approaches to structure, intensity of course, learning
load (age-dependent)
Course
• Curriculum content needs to be student-centred and related to their real
needs
• More emphasis on spoken output than skills development
• More time on task through out-of-class digital learning and activity learning
• Increased emphasis on Pronunciation and ‘Accent Reduction’
Materials
• Need to be more easily tailored to student(s)
• More local material (A3 units)
• More UK-specific contexts
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Change materials & content
• Textbooks – more UK specific?
Too many global topics?
• Materials & content should
reflect anticipated use of the
language
• Propose a survey on cultural
context preferences
• Contradiction between ‘cultural
neutrality’ & ‘please come to
UK to study’
• Students are global in outlook
but locally focused for this
course29
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Future of teaching materials
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A3 printer:
auto-duplex,
colour, A3 fold
to A4
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Is your school a CD or a concert?
Emphasise Learner Experience
• Is your course a product or a service or a
personal experience?
• Can the learner influence, modify, adapt,
affect, change the experience to suit their
needs, wishes, desires?
• Are you like RyanAir or Jules Verne
tailormade holidays in flexibility?
• Are you EasyJet or Emirates in service
levels?
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Change experience
• Personalise student
experience
• Choice of intensity &
speed
• Reduce F2F lessons
& travel commitment
• Delight customers
through extra
services
• Make school a
language community
– invite others
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• Before booking
• After bookingBefore
• On arrival for course
• During the courseDuring
• At the end of the course
• After the courseAfter
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Delighting your customers
Before they start:
• 360 immersion of school & classroom
• Video of school & teachers
• ‘MySchool’ online space
• Learning plans & syllabus
for parents/sponsors/learners
• Pre-start study page on website: re-
activate passive knowledge
• Demonstrate Value Proposition
During the course:
• Personalised learning plans
• IWB, handheld, BYOD, Kindle effect
• Teachers’ materials & video bank (like
Khan Academy)
• Social nexus – eg Events app
partnered with local Tourist Board (for
international contact)
After the course:
• Language Maintenance
• Alumni newsletter
• Alumni community
• Alumni discounts
• Alumni get-togethers
• Alumni = WOM x NPS
At the end of the course:
• Rigorous measurement of progress
• International certification of level
• Graduation ceremony with certificate,
photos, video, & live stream on
Periscope for parents to watch
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Vox Pop Cashless service
Missed a lesson….?
Digitally enhanced experience
Touchpoints
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Intercultural competences
Individual-oriented culture
• Personal goals valued over
group goals
• Values autonomy
• Few obligations to others
• Confrontation acceptable
Group-oriented culture
• Group goals valued over
personal goals
• Values inter-dependence
• Many obligations to others
• Harmony expected
• Offer:
Class content on interculture
• Activities comparing C1 (student’s
home culture) vs C2 (UK culture)
• Tandem programmes in school
city
• CPD in Intercultural literaciesG.Hofstede
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Knowing customers
Reflection
• Analyse Customer Personas for your school
• Draft a client survey on wants / needs
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Innovation:
New Markets
The Top 5:
• China
• India
• Indonesia
• Nigeria
• Philippines
The emerging middle classes
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Innovation:
Capacity-
building
The ELT value chain
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System consultancy
Curriculum
• Do local needs
analysis
• Use the British
Council–
EAQUALS
inventory as
basis
• Match to local
language policy
• Tailor-make
curriculum
goals &
sequence
• Develop
detailed
schemes of
work
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Assessment
• Baseline
• Diagnostic
• Placement
• Proficiency
• School
graduation
• Preparation
courses
• Train own staff
to write low
stakes
assessments
• Offer tailor-
made (low
stakes only)
Teacher
training
• PRESETT
• INSETT
• Language
upskilling
• CPD
• Teacher
resource
bank
(OER)
SachsenAnhalt
‘sandwich’:
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State school-specific qualifications
British Council
• CiSELT
• CiPELT
Cambridge English
• CELT-P
• CELT-S
• ICELT
Less urgent:
• Masters, CELTA, DELTA,
TKT
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Teacher language upskilling
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Innovation:
New products
& services
21st century skills & jobs
The 7 skills:
• Critical thinking
• Creativity & innovation
• Collaboration
• Cross-cultural
understanding
• Communications - media
literacy
• Digital literacy
• Learning to learn
Plus:
• English
Jobs that didn’t exist 5
years ago:
• UX manager
• SEO specialist
• Social media manager
• Content marketer
• App designer
• Online advertising
manager
• Cloud services specialist
• Chief Listening Officer
• Sustainability manager
• Vlogger
• Digital risk officer
• 3D printer engineer
• Digital inclusion officer
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What employers want
‘6 useful skills every employer will be looking for on
résumés in 2018:
• Project Management
• Excel
• Email marketing
• Google Analytics
• Web development
• Public speaking &
presentation skills’
(BusinessInsider.com)
Re-purpose content from Lynda.com, Skillshare, GoSkills, Udemy,
Coursera; build course cost (from £0.99) into language course cost
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Take Aways – 5 areas of focus
TAILOR learning to individuals’ needs, real lives & work skills & ambitions1
2
3
5
INNOVATE in course design, content, materials & method
BUILD links to new markets to gain students from unfamiliar new
sources
FOCUS more on spoken competence, phonology & communication skills
ENHANCE the relevance to students’ lives
4