Consumers' guide to English language training business<\/p>\n
By John Phillips<\/p>\n
This is the second of two articles on English teaching in
\nIndonesia.<\/p>\n
YOGYAKARTA (JP): Previously, I outlined some of the problems
\nwith the English language teaching business and I promised to
\nmake suggestions for reform. I suggested that there were steps
\nthe government could take to insure educational quality and build
\na viable system for the future, when the need for English
\nlanguage teaching will overwhelm the current system providing it.
\nI also suggested that both the schools and the teachers could
\nwork to insure quality education. Ultimately, however, consumers
\nwill drive reform of the system.<\/p>\n
The main problem for the government is determining who is a
\nqualified expert. One commonly-employed means is mandating formal
\ncredentials. But, there are problems with the current system for
\ndoing so because it is open to fraud. One remedy is to give
\nteachers temporary work visas until official, sealed transcripts
\nand qualifications are sent to a government authorizing body.
\nFraud would be a criminal offense both for individuals and
\ncompanies, and the latter could lose its business license. It
\ncould be required that teacher credentials be openly displayed to
\nhelp consumers.<\/p>\n
Many experienced and otherwise qualified expatriate teachers
\nmay not have a formal degree. While they may not treat the
\nprofession as seriously as they should, rather than waste their
\ntalents, the government could simply grant them a conditional
\nwork visa similar to above. The condition for continuing these
\nvisas would be that within a specified time, appropriate
\ncredentials would be acquired. Again, the sponsor schools would
\nbe accountable. The government would determine what credentials
\nare appropriate for individuals to earn a foreign expert work
\nvisa. Other, nonexpert volunteers, sponsored by foreign
\ngovernments, could be permitted to work here, but restrictions
\nshould be placed on their employment.<\/p>\n
Another problem is that teachers may lose their expertise over
\ntime. While, in the past, it was difficult to keep up with
\ndevelopments in language education because of limited resource,
\nthis is no longer true. Still, some expatriate teachers come to
\nIndonesia and never learn another thing. The government should
\nrequire that schools prove continuing education of teachers and
\nadministrators to get a license through in-service training and
\nprofessional development.<\/p>\n
Finally, the government can direct the language schools to
\nestablish a reasonable ratio of expatriate to Indonesian teachers
\nin their schools and provide opportunities for Indonesian English
\nteachers to work along with and learn from genuine experts. This
\nrequirement would be the "price" that language schools had to pay
\nin order to procure work visas and business licenses. On
\ngovernment projects in which advanced English skills are taught,
\nIndonesian teachers who need further development of their skills
\ncould be paired up with qualified expatriate teachers.<\/p>\n
It might cost a little more for this requirement, but in the
\nlong run the Indonesian teachers would develop their language and
\nteaching fluency to a level where foreign experts may no longer
\nbe needed.<\/p>\n
Schools could undertake these measures themselves without
\ngovernment coercion. Private schools have to figure costs from
\nthese activities into their budgets and ultimately, the consumers
\nwill have to be willing to pay, but schools who voluntarily do
\nthese things will benefit both from improved instruction and a
\nimproved reputation.<\/p>\n
Even so, it is the consumers who will determine if
\ninstructional quality is improved. The consumers must know what
\nis good education and they must demand it rather than the
\ncosmetic appearance of having it in the form of a native speaker.
\nI have compiled a list of some ideas about what might help
\nconsumers decide if they are getting what they paid for:<\/p>\n
The first step for a consumer is to ask questions of the
\nteachers and the school, such as:<\/p>\n
1. What are your credentials and what experience do you have?<\/p>\n
2. How do you keep up with developments in language education?<\/p>\n
3. Who have you taught and what evidence do you have of
\nsuccess?<\/p>\n
4. How do you evaluate your courses and your teachers?<\/p>\n
These question will serve to frame your impression of the
\nteacher and school. Beware of schools or individuals who will not
\nanswer these questions in detail. Also, beware of exaggerated
\nclaims of success. Check answers with other students at the
\nschool.<\/p>\n
The second step is to look around the school:<\/p>\n
1. Does the school have a resource room and lending library?<\/p>\n
2. Is there a place to study and consult with a teacher?<\/p>\n
3. What kind of materials are used and how are the materials
\nused?<\/p>\n
4. How are the classrooms equipped (cassettes, white boards
\nand others).<\/p>\n
5. How are the facilities maintained? Are they good for
\nlearning?<\/p>\n
Again, you are not looking for the extravagant, but the
\nefficient. Rooms that are too hot or too cold, too dark, too
\ndirty, or too small may make learning difficult. Similarly, you
\nshould have access to the materials and resources that will help
\nyou to learn. Of course, the more there is the more costly it is.<\/p>\n
The third step is to observe the classrooms and the school:<\/p>\n
1. Who is talking and working most in class, you or the
\nteacher?<\/p>\n
2. Does the teacher encourage questions? Are they answered?
\nWhat does the teacher do if he or she does not know an answer?<\/p>\n
3. Does the teacher know everyone and is interested in them?
\nIs the teacher friendly, professional, and culturally sensitive?<\/p>\n
4. How are you corrected? Are you afraid to make mistakes?<\/p>\n
5. Does the teacher let you be lazy in class? Do you have
\nsomething to practice after every lesson? Are you tired after a
\nlesson?<\/p>\n
6. Do you know how well you are doing? Do you understand what
\nyour strengths and weaknesses are? Do you seem to be making
\nprogress?<\/p>\n
As a consumer you are not necessarily looking for perfection,
\nbut you are looking for quality and you should be looking for
\ncommitment to the profession and to your language development.<\/p>\n
Although classrooms ought to be fun in some sense, the fun
\nmust be in the context of a vigorous learning experience in which
\nyou have been challenged with language problems to solve that are
\njust beyond your easy reach, but at the same time you have been
\nprovided with the tools you need to succeed. So, be a wise
\nconsumer who gets value for money and don't just settle for a
\npretty face.<\/p>\n
The writer is an independent education consultant living in
\nYogyakarta.<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/consumers-guide-to-english-language-training-business-1447893297",
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"sponsor": "Okusi Associates",
"sponsor_url": "https:\/\/okusiassociates.com"
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