Who goes where, but we...
The expansion of the European Union, which this year admitted ten more countries, was a major event not only for world politics, but also for language schools. The new members are joining the EU business space, immigration policy has become more liberal, passenger air travel has become simpler, and as a result residents of these countries have been moving all over Europe, including to language schools. This, by the way, is one of the reasons for the aforementioned growth in popularity of "Study + Work" programs. Moreover, thanks to the "influx" from European countries, the national composition of language school students is changing dramatically.
At the same time, the flow of students from China and Korea to language schools in Europe and the United States has increased. Last year there were far fewer of them, due to the SARS epidemic. But this growth occurred partly at the expense of New Zealand, where the number of students from Southeast Asian countries fell catastrophically – by almost 30% – whereas they had previously made up the lion's share of the country's language schools. The result: some New Zealand schools had to cease operations and close. True, the tightening of visa policy certainly played a role here as well.
In the United States, which after the memorable September 11 and in connection with the war in Iraq became one of the most unpopular countries among language travelers in the world, there is now some revival. But for many language programs, especially those at universities, it came too late, as they had already closed. On the other hand, although everyone has already forgotten about the terrorist attacks and Iraq, the influx of foreign students to the United States may be slowed by visa rules introduced this past September, in particular the $100 fee that must be paid just for your application to be considered. True, it is still too early to judge how much this will hinder the replenishment of language schools with students from countries for which the visa regime is established.
The most "prosperous" countries in terms of the number of language school students are Great Britain (well, of course!) and Canada. The market in Australia is also developing steadily, although students from some countries, particularly Thailand, speak critically about the schools of the Southern continent. Why? Because there are too many Thais there... But Russians cannot yet say this: there are "many Russians" in summer in Malta and in some British schools. And Australia is fine, the Thais do not bother us.
Competitors
Many countries – traditional exporters of language education – are under pressure from new competitors. Jimmy Kamajaya, a representative of the organization Global One International in Indonesia, reports: "Many students who wanted to study abroad are now hesitating whether to go or not, because many international schools have now opened in Indonesia offering exactly the same programs." And he adds: "Malaysia, Singapore, Australia and New Zealand are the preferred countries, because studying there is much cheaper than in Britain, the United States or Switzerland." And students from African countries, for the same reason, have been drawn to India and to very close South Africa.
In this regard, in 2004 a certain reorientation of language courses of previously unpopular countries began, in particular the same Republic of South Africa. Of course, the "exotic" intended primarily for Europeans and Americans, who travel not so much for knowledge as for entertainment, has remained. That is, excursion and educational programs, various jeep safaris and ostrich rides are still offered. But more and more attention is being paid to serious courses, such as preparation for international exams (not only language exams, but also qualification exams, like VES), business English, English for professional purposes. After all, it is for this that students from neighboring African and Asian countries come here, and it is precisely such programs that will help schools compete with European and American rivals.
For example, the One World Language school in Cape Town has launched two business English programs for intermediate and advanced levels. The first, English at Work, provides both a solid knowledge of common vocabulary and grammar, and business communication skills on various topics: "The Workplace," "Marketing and Sales," "Finance," "Negotiations," "Time Management," etc. The list of topics is impressive; not every European school offers such a list. And this is understandable – otherwise the school simply would not withstand competition not only with old, proven language centers, but also with "young lions" threatening to divert the flow of serious students. And, we repeat, this could greatly affect the national composition of students in European and American countries.
All quiet in Europe
Meanwhile, the latter seem not too concerned about inventing new programs. Well, let's say, the Swiss language center SR Leysin has opened another (there are many such in Switzerland) courses teaching English and French in combination with winter sports. It is clear that they are designed for active young people looking for interesting pastime during holidays or vacations. There are not so many of them, so the program is definitely elite, not mass. And it costs accordingly. Like any whim of the rich and idle, not a vital necessity. Also, since 2004 passed under the sign of the Olympics and the European Football Championship, the number of various programs like "Language + Sport" has grown around the world. But where is the guarantee that they will not lose popularity already next year, when everyone will be carried away by something else, for example, music or weaving friendship bracelets?
As for serious programs, truly good schools simply have everything: solid general and business courses, exam preparation, and various entertainment programs. And some schools have a narrow specialization. Why, for example, would some London School of English turn into mass entertainers if its business English programs are steadily popular with ambitious managers from all over the world? Rather than inventing something new, it is better to invest effort and money in improving what already exists and has proven itself...
What can we advise our compatriots who are going to study a language abroad in the new year? First of all, contact a reliable educational agency that is aware of everything happening in the modern education market. After all, in 2005, serious schools and professional agencies should more clearly than ever realize the value of working with partners who care about the quality of services and keep up with market trends. Together with educational institutions, agents participate in developing exactly those programs that are in greatest demand. And in 2005, according to the unanimous opinion of foreign experts, students will be satisfied only by programs that will help them not only acquire language skills but also find a good job in the future.
The article uses materials from the magazine Language Travel.