Consumers' guide to English language training business

Consumers' guide to English language training business

By John Phillips

This is the second of two articles on English teaching in
Indonesia.

YOGYAKARTA (JP): Previously, I outlined some of the problems
with the English language teaching business and I promised to
make suggestions for reform. I suggested that there were steps
the government could take to insure educational quality and build
a viable system for the future, when the need for English
language teaching will overwhelm the current system providing it.
I also suggested that both the schools and the teachers could
work to insure quality education. Ultimately, however, consumers
will drive reform of the system.

The main problem for the government is determining who is a
qualified expert. One commonly-employed means is mandating formal
credentials. But, there are problems with the current system for
doing so because it is open to fraud. One remedy is to give
teachers temporary work visas until official, sealed transcripts
and qualifications are sent to a government authorizing body.
Fraud would be a criminal offense both for individuals and
companies, and the latter could lose its business license. It
could be required that teacher credentials be openly displayed to
help consumers.

Many experienced and otherwise qualified expatriate teachers
may not have a formal degree. While they may not treat the
profession as seriously as they should, rather than waste their
talents, the government could simply grant them a conditional
work visa similar to above. The condition for continuing these
visas would be that within a specified time, appropriate
credentials would be acquired. Again, the sponsor schools would
be accountable. The government would determine what credentials
are appropriate for individuals to earn a foreign expert work
visa. Other, nonexpert volunteers, sponsored by foreign
governments, could be permitted to work here, but restrictions
should be placed on their employment.

Another problem is that teachers may lose their expertise over
time. While, in the past, it was difficult to keep up with
developments in language education because of limited resource,
this is no longer true. Still, some expatriate teachers come to
Indonesia and never learn another thing. The government should
require that schools prove continuing education of teachers and
administrators to get a license through in-service training and
professional development.

Finally, the government can direct the language schools to
establish a reasonable ratio of expatriate to Indonesian teachers
in their schools and provide opportunities for Indonesian English
teachers to work along with and learn from genuine experts. This
requirement would be the "price" that language schools had to pay
in order to procure work visas and business licenses. On
government projects in which advanced English skills are taught,
Indonesian teachers who need further development of their skills
could be paired up with qualified expatriate teachers.

It might cost a little more for this requirement, but in the
long run the Indonesian teachers would develop their language and
teaching fluency to a level where foreign experts may no longer
be needed.

Schools could undertake these measures themselves without
government coercion. Private schools have to figure costs from
these activities into their budgets and ultimately, the consumers
will have to be willing to pay, but schools who voluntarily do
these things will benefit both from improved instruction and a
improved reputation.

Even so, it is the consumers who will determine if
instructional quality is improved. The consumers must know what
is good education and they must demand it rather than the
cosmetic appearance of having it in the form of a native speaker.
I have compiled a list of some ideas about what might help
consumers decide if they are getting what they paid for:

The first step for a consumer is to ask questions of the
teachers and the school, such as:

1. What are your credentials and what experience do you have?

2. How do you keep up with developments in language education?

3. Who have you taught and what evidence do you have of
success?

4. How do you evaluate your courses and your teachers?

These question will serve to frame your impression of the
teacher and school. Beware of schools or individuals who will not
answer these questions in detail. Also, beware of exaggerated
claims of success. Check answers with other students at the
school.

The second step is to look around the school:

1. Does the school have a resource room and lending library?

2. Is there a place to study and consult with a teacher?

3. What kind of materials are used and how are the materials
used?

4. How are the classrooms equipped (cassettes, white boards
and others).

5. How are the facilities maintained? Are they good for
learning?

Again, you are not looking for the extravagant, but the
efficient. Rooms that are too hot or too cold, too dark, too
dirty, or too small may make learning difficult. Similarly, you
should have access to the materials and resources that will help
you to learn. Of course, the more there is the more costly it is.

The third step is to observe the classrooms and the school:

1. Who is talking and working most in class, you or the
teacher?

2. Does the teacher encourage questions? Are they answered?
What does the teacher do if he or she does not know an answer?

3. Does the teacher know everyone and is interested in them?
Is the teacher friendly, professional, and culturally sensitive?

4. How are you corrected? Are you afraid to make mistakes?

5. Does the teacher let you be lazy in class? Do you have
something to practice after every lesson? Are you tired after a
lesson?

6. Do you know how well you are doing? Do you understand what
your strengths and weaknesses are? Do you seem to be making
progress?

As a consumer you are not necessarily looking for perfection,
but you are looking for quality and you should be looking for
commitment to the profession and to your language development.

Although classrooms ought to be fun in some sense, the fun
must be in the context of a vigorous learning experience in which
you have been challenged with language problems to solve that are
just beyond your easy reach, but at the same time you have been
provided with the tools you need to succeed. So, be a wise
consumer who gets value for money and don't just settle for a
pretty face.

The writer is an independent education consultant living in
Yogyakarta.