Re-Released as a Free Open Access Resource: 101 Ways to Market Your Language Program (2002)

December 6, 2024

In 2002, I published the first edition of 101 Ways to Market Your Language Program. I have just re-released the book as a free open access resource under a Creative Commons (CC BY-NC-ND 4.0). The full book is now available as a free download.

How to cite this work:
Eaton, S. E. (2002/2024). 101 Ways to Market Your Language Program: A Practical Guide for Language Schools and Programs (2024 OA ed.). Eaton International Consulting Inc. https://hdl.handle.net/1880/120145

Abstract

2024 Re-release of the 2002 first edition of this book. The author and copyright holder has released this work under a Creative Commons (CC BY-NC-ND 4.0) license.

This book provides 101 ideas and strategies to empower overall marketing efforts: (1) “Put On Your Thinking Cap” (e.g., define the problem before marketing it, set reasonable goals, and create a niche); (2) “Secrets to Boost Your Marketing Power” (e.g., emphasize the benefits, check out the competition, and sell oneself in as many languages as possible); (3) “Marketing Materials: Tools and Tips to Do the Job Better” (e.g., make a brochure, get mentioned in other brochures, and make it easy to phone for information); (4) “Going Beyond the Basics to Increase Enrollment” (e.g, offer volume discounts and guarantees and give away tuition); (5) “Specialty Tips for Programs at Large Institutions” (e.g., make sure the Web site is easy to find, partner with other educational programs, and get the program mentioned in the calendar); (6) “The Power of People: A Human Touch to Increase Enrollment and Polish Your Image” (e.g., build loyalty with host families, establish win-win relationships, and follow exceptional service standards); (7) “Continue Marketing While Your Students are Enrolled” (e.g., meet students at the airport, partner with local businesses, and create happy memories); and (8) “How to Keep Marketing Once Your Program is Finished” (e.g., create an alumni network, review successes and failures, and plan ahead for next year).

Why Am I Re-Releasing This Work?

I have been invited to deliver the Werklund School of Education 2024-2025 Distinguished Research Lecture.

As part of the lead-up to the lecture, I have decided to make as much of my work as I can available as free, open access resources. This is recognition is a once-in-a-career kind of award and I’m working hard to make sure I can deliver. It is a hybrid public event and you can attend in person or online on March 20, 2025. If you’re interested, you can register here.

Since I am both the author and the copyright holder for this book, I can share it however I want. I am more committed now than ever to make as much of my work as possible freely available to others. Over the coming weeks, I’ll be sharing more links to more freely downloadable resources.

I am super grateful to the University of Calgary digital resources team who are helping me to archive these works.

If you know of someone working in second languages who could use a resource on marketing and recruitment for their program, feel free to share this with them.

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.


Exploring the Intersection Between Culturally Responsive Pedagogy and Academic Integrity Among EAL Students in Canadian Higher Education

February 12, 2019

JET 50(1)My colleague, Amy Burns, and I recently published this article in the Journal of Educational Thought.

Abstract

ABSTRACT: In this article, we examine selected literature on the implementation of culturally responsive pedagogy in higher education with regard to academic integrity among international students who speak English as an Additional Language (EAL). The question that guided this work was: How can Canadian post-secondary educators demonstrate culturally sensitive responses to plagiarism for international EAL students? Within this examination we used Sleeter’s (2011) critique of culturally responsive pedagogy as a framework to deepen our reflection of how to address plagiarism issues among the EAL population. We related each of Sleeter’s four observances of oversimplification to the notion of plagiarism and its prevention, to contextualize and connect the notion of culturally responsive pedagogy to academic integrity. Using the research literature to ground our recommendations, we conclude with strategies for instructors to support culturally responsive ways of addressing plagiarism with international EAL higher education students.

Keywords: culturally responsive pedagogy, higher education, English as an Additional Language, academic integrity, Canada, plagiarism

Please cite this article as: Eaton, S. E., & Burns, A. (2018). Exploring the intersection between culturally responsive pedagogy and academic integrity among EAL students in Canadian higher education. Journal of Educational Thought, 51(3), 339-359.

If you are interested in receiving a full copy of this article send me an email at:

seaton (at) ucalgary (dot) ca

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 


The Administration of English as a Second Language (ESL) Programs: Striking the Balance Between Generating Revenue and Serving Students

December 30, 2012

Critical Perspectives on International Education Sarah EatonI am squealing with joy to share this news with you. Four years ago, Dr. Yvonne Hébert, a professor of Education at the University of Calgary invited me to submit a chapter for a book she was co-editing with her colleague, Dr. Ali Abdi.

I submitted a chapter that focused on the difficulties managers of ESL / EFL programs face when it comes to the pressures they face to generate revenue for their institutions and focussing on students’ learning.

You would think that an administrator’s first priority should be to serve students. Morally and ethically that may be true. In terms of practicalities, the reality can be quite different. Many program administrators face great pressure to “put bums in seats”. This chapter addresses some of those difficulties.

“The Administration of English as a Second Language (ESL) Programs in Higher Education: Striking the Balance Between Generating Revenue and Serving Students” (pages 149-162) is my contribution to the new book called Critical Perspectives on International Education that has just been published by Sense publishers in Rotterdam.

The book is now available in paperback and hardcover:

ISBN Paperback: 9789460919046 ($ 49.00)
ISBN Hardcover: 9789460919053 ($ 99.00)

It may also become available as an e-book in 2013.

There has been so little published about the difficulties that English language program leaders face in terms of the moral, ethical and business decisions they must make every day in their administrative roles. More conversations and dialogue need to happen to help managers and directors make wise decisions.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Rubrics for Grading Student Presentations

December 20, 2010

This semester I developed some rubrics for grading student presentations in class. They include criteria such as preparation and presentation skills. The rubrics are designed so that they can be used either for native speakers or language learners.

There are 4 different rubrics. I used them with my university-age students. They could also be easily used with adult learners or high school students. For younger grades, you may want to adapt them to their level.

Feel free to use them, share them or let them inspire you to create your own.

Have a quick look here:

Rubric #1

View this document on Scribd

Rubric #2

View this document on Scribd

Rubric #3

View this document on Scribd

Rubric #4

View this document on Scribd

Sometimes the links disappear from Scribd and if that has happened, you can also download them directly from my blog:

Click the link to download –> Presentation Grading Rubric 1 

Click the link to download –> Presentation Grading Rubric 2 (Updated in 2013) 

Click the link to download –> Presentation Grading Rubric 3

Click the link to download –> Presentation Grading Rubric 4 (Updated in 2013)

Update : March 19, 2013 – If you are looking for these and the links do not work, please e-mail me at saraheaton2001 (at) yahoo (dot) ca. I’ll be happy to send them to you.

Update: March 27, 2017 – This is one of the more popular posts on my blog. As of this update, it has been viewed over 120,000 times. If you found this post useful, please like it and share it with others.

Related post: Teaching Public Speaking to Literacy or ESL Students http://wp.me/pNAh3-mZ

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.