Using Skype in Language and Literacy Programs

May 7, 2010

Skype is a free program. You set up a “Skype account” and download the program. Then, you add contacts, much like you would do in your e-mail program. Only you don’t e-mail using Skype. You talk or have a video call.

You and the other party, or parties, all need to have Skype installed on your computers. There are no tricks and no gimmicks. Think of it sort of like Hotmail or Gmail, but for voice and video calls.

Skype allows you to:

  • Voice and video calls to anyone else on Skype
  • Conference calls with three or more people
  • Instant messaging, file transfer and screen sharing

Why do I love Skype? Well, first of all, the basic service is free as long as you’re talking computer-to-computer. They also have really, really inexpensive plans were you can be on your computer and call to a regular land-line.

Here are some examples of how I use Skype:

Personally: Our family is spread out all over the place. We use Skype to talk long-distance, for free. The most amazing thing we do is with my Dad and step-Mom. They live in a remote area in Northern Ontario. Last year, my brother and his wife had a baby girl. Every Sunday night, everyone gets on Skype for a visit. My Dad gets to see his little grand daughter every single week and can watch her growing up. It’s connects our family in deeply meaningful way.

We like Skype so much in our house that we got Skype-enabled handsets that look and act just like a regular phone. We also use Skype now for computer-to-phone calling in our house and we really like it.

Professionally: I have used Skype for long-distance business. Last year, I had a consulting client in Sweden. Instead of doing phone coaching, we had our meetings via video call on Skype. It was much better than the phone, as we got to see one another and doing business was much easier (and less expensive).

Here’s another example of how I’ve used Skype in my work. Last week I was scheduled to give a webinar to a group in Tennessee. They called me at the last minute to say that the e-learning platform I’d been planning on using wouldn’t work for them. I asked if they used Skype. They said yes. We quickly exchanged user names and logged on. I gave the webinar using the screen sharing feature to go through the slides I’d prepared. At the end, they were super-happy with the presentation.

How can you use Skype in a language or literacy program:

Connect with your students: If students have Skype accounts, you can connect with them before they arrive, taking the time to connect with them and answer questions. From a relationship marketing point of view, this creates a super opportunity to create a personal bond with your students.

1-to-1 tutoring: I was giving a workshop on marketing to a group of literacy coordinators yesterday. One coordinator who works in a rural area commented that she has a hard time matching tutors with learners sometimes, as they are supposed to meet in public places, but it just isn’t convenient given the rural area in which they live. She’s obliged to match tutors and learners of the same gender, but said she had more female tutors and male learners, so it created a problem. I asked if her learners had technology literacy. She said that many of them did. I suggested that she introduce them to Skype to tutors and learners could be matched and each of them would work from their own homes.

Give information sessions and presentations: Skype has a screen-sharing feature that is brilliant for giving presentations. You can show PowerPoint slides and go through an entire presentation, just like I did with my clients last week. This is super for pre-arrival orientations, information sessions and other presentations you might give to prospective learners.

Skype is an amazing tool to help you connect with family, colleagues and learners.

Check out my research article on this topic:

Eaton, S. E. (2010). How to Use Skype in the ESL/EFL Classroom. The Internet TESL Journal, XVI(11). Retrieved from http://iteslj.org/Techniques/Eaton-UsingSkype.html

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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.

2 Comments | languages, Literacy, marketing, second languages, social media, Uncategorized | Tagged: , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

“Literacy and Empowerment: A contribution to the debate”

May 3, 2010

UNESCO has recently released “Literacy and Empowement: A contribution to the debate: Background study commissioned in the framework of the United Nations Literacy Decade”. Written by Nelly P. Stromquist, University of Maryland, this 13-page report delves into these topics:

  • Defining the concept of empowerment
  • Literacy and empowerment: The research evidence
  • Taking empowerment seriously

Stromquist shares key insights such as, “Learning is always a situated practice, within a specific cultural, institutional, and historical context. Learning is developmental in nature as students learn in different ways and at different times in their academic and ordinary lives.” (p. 7) and “there is an urgent need to reconceptualize adult literacy, all the way from program design to instructional approaches, from objectives to criteria for successful impact, from instructor/facilitator training to provision of graduated reading materials”.

This report is concise, easy-to-read and provocative. Here’s the direct download link: unesdoc.unesco.org/images/0018/001876/187698e.pdf

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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.

Comments Off on “Literacy and Empowerment: A contribution to the debate” | Literacy, Uncategorized | Tagged: , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Marketing Workshop for Language Programs

April 19, 2010

Last Thursday I gave a 3-hour interactive workshop on marketing language programs. We had participants there specializing in English as a Second Language, literacy, German as a Second Language and Spanish as a Second Language.

Here is a copy of the slides that accompanied the presentation binder that participants received:

I was just thrilled with the evaluations that had comments such as these:

  • “An excellent workshop. Time well spent! Thank you.”
  • “Great! Loved the informality combined with organization”
  • and “Sarah, you are an excellent instructor”

When I get comments like that, it’s confirmation that I have absolutely chosen the right career path. I love this stuff and wouldn’t change it for the world.

I hope the slides are helpful.

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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.

2 Comments | 101 Ways to Market Your Language Program, branding, education, ESL, languages, leadership, marketing, recruitment | Tagged: , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Why literacy teachers need digital literacy

April 1, 2010

It drives me crazy people who are in leadership positions who somehow feel they’re now exempt from the need to learn further. People who work in literacy and languages know their stuff. At least they know it when it comes to traditional literacy. I am baffled by the number of people who work in that sector who lack technological literacy.

These are trained teachers, dedicated tutors and people who really make a difference in the world. Yet, when it comes to technology they flap around giving excuses not unlike their very own learners, trying to mask their own lack of skills. How about, “Oh, I don’t have time,” or “I don’t get all that stuff” or “What good is it going to do me?” or my personal favorite, “I’ve gotten along just fine until now, thank you very much.”

In today’s world where we use tools like the International Adult Literacy and Life Surveys Skills IALSS to demonstrate an individual’s strengths, it seems to me that this very scale should also apply to those who work in the industry, not just the learners.

It’s not enough to know how to turn on your computer and use your mouse. Maybe that would count as Level 2 on the IALLS scale? In today’s world, if we are talking about functional ability to use technology to interact and prosper, we’re looking at the need for skilled leaders – say Level 3 minimum, though even better, Level 4. That means knowing what social media is (and knowing how to use it), exchanging ideas with other professionals in a discussion forum and possibly even knowing how to Skype so you can connect with others far away at a low cost.

So, if you were to score yourself on the IALLS scale for technology, where would you rank?

If it’s good for the learner, it’s good for the leader. How are you supposed to lead by example if you’re not living what you want your learners to live?

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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.

3 Comments | IALSS, leadership, Literacy | Tagged: , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

ESL Marketing Tip: Identify your target market

March 31, 2010

Identifying your target market is a key piece of the marketing puzzle. If you don’t know who you’re promoting to, how can you promote your language or literacy program effectively? How do you, as educational leaders and program directors, identify your target market?

Start by asking yourself, who do you want to register in your program? For example, if your program caters to students 18 years of age or older who have completed high school, then that’s your target audience. You need to appeal to both them and their parents, depending on who is footing the bill. In such a case the actual “target market” would include both the prospective students and their parents, since both may be involved in the decision-making process. You’ll want to gear your marketing materials to both groups.

If your programs are filled with workers sponsored through workplace learning programs, your target market would include both the workers (your prospective students) and the companies who sponsor them.

Most language school owners or managers intuitively know who they’d like to have in their programs. The trick is to let everyone on your team in on your vision – especially the people who create your marketing materials. By clearly articulating – even in writing – who your target market is, you’ll make it easier for everyone at your school to promote your programs. The act of writing it down will also help you stay on track when tempting, but ultimately unproductive opportunities come your way.

When it comes to marketing materials, rarely does one size (or shape or colour or format) fit all. Once you have identified your target market, the next step is to create marketing materials designed for each group.  For example, if you have a program designed for seniors, it is unlikely that your web marketing will be the most effective tool for them, unless they are a particularly techno-savvy group of elders. A good, old-fashioned brochure, printed on good quality paper and placed in libraries and seniors’ centres, may be an excellent marketing tool for that group.  But for students and young professionals, web marketing is essential.

Also, you may want to consider the language you are using for different groups. A group of high-achieving professionals may be more interested in the end result of registering in the program, so using words like “results”, “benefits” and “achievement” may be appropriate. On the other hand, students looking for a holiday tour with a language study component may be more interested in the “experience”, the “immersion” and the “fun”.

Once you identify your market, you can tailor your marketing materials to that target group watch how it impacts your registration.

This post is adapted from Idea #4 in Dr. Eaton’s book 101 Ways to Market Your Language Program

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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.

2 Comments | 101 Ways to Market Your Language Program, languages, leadership, Literacy, marketing, target market, Uncategorized | Tagged: , , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

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