Successfully promoting and marketing your language program: a webinar

June 5, 2010

This event has passed. But, don’t despair!

Click here to see the post that shares the slides and recording of this program – free and open access.

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“Successfully promoting and marketing your language program: a webinar”
Presenter: Sarah Elaine Eaton, Ph.D.
June 15, 2010

08:45 – 09:30 (with optional Q & A after)

Login-time: 08:45 Mountain Time (Calgary, Canada) (Adjust accordingly for your time zone.)

Start time: 09:00
End time: 09:30
Questions and Answers: 09:30 – 10:00

This webinar will go over

  • Marketing basics
  • Strategies and tips on how to market your language program on a shoestring budget.
  • Social media and networking for marketing

Who is this webinar for? Program directors and managers, department heads of language units, teachers, tutors, and other language professionals. If you already have the means to work with a professional marketing company, this session isn’t for you. This program will be most useful for those who have a limited budget and those who do their own program promotion.

How do you join the webinar?
1) Mark the date and time of the event in your calendar
2) at 08:45 Mountain Time (adjust for your time zone!) on June 15, click on this URL:
https://sas.elluminate.com/site/external/launch/dropin.jnlp?sid=lcevents&password=Webinar_Guest
3) Have a pen and some paper handy to take notes.

With thanks to the folks at Elluminate (www.elluminate.com) who are generously providing the webinar platform at no charge for this event.

This is a free professional development seminar. Everyone is welcome to attend, so pass this along and invite a colleague.

Remember to convert the time of this webinar to your own time zone. You can do this at http://www.timeanddate.com/worldclock/converter.html. In the top of the box where it asks you to “Select time and place to convert from” choose “Canada – Alberta – Canada”. In the box under that, select your country and closest city.

Related post:

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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.

6 Comments | 101 Ways to Market Your Language Program, ESL, language program administration, languages, marketing, social media | Tagged: , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

ESL Marketing – Know your student demographics

June 3, 2010

Do you know what countries your students come from? Better yet, can you articulate what percentage of your students is from which countries? Although most program coordinators or managers could tell you where the majority of their students come from, you might be surprised how many do not know basic statistical information about their own programs and students. Depending on what privacy laws apply to business and schools in your area, you may be able to ask your participants’ age, occupation, gender, marital status, number of children and so on. The more information you can collect, the clearer picture you can build of your typical student. Before you go ahead and design a questionnaire though, I would recommend that you familiarize yourself with any privacy laws that may apply in your country with regards to the collection of personal information.

Most programs keep statistical information in some form, either on registration forms or in a database. Few actually use the data for any real purpose. If you have statistical information, it really is worth the time and effort to compile it into useful reports that can help you assess who has been registering in your program over the past little while.

I suggest that you go back at least 3-5 years to compile your data. You want to know:

  • where your students are from
  • what is their first language
  • how old they are (age range and average age)
  • ratio of males to females
  • information on education or occupation

The idea is to build yourself a “big picture” of who is registering in your program.

After you have that picture, you can assess whether or not the demographics you have fit the demographics you want. For example, if you have mainly female students and you think some gender balance would benefit your program, you could tweak your marketing materials to attract more males (for example, appealing to all-male schools or men’s sports teams).

An analysis of your student population costs you little money, just an investment of your time. It’s an investment that could help your program grow in phenomenal ways.

This post is adapted from “Idea # 9: Assess your current program demographics” in 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.

Comments Off on ESL Marketing – Know your student demographics | 101 Ways to Market Your Language Program, ESL, language program administration, languages, leadership, marketing, recruitment, research, second languages, Uncategorized | Tagged: , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

The truth about language learning and job prospects

June 2, 2010

Today’s tech-savvy students have a world of resources and information at their finger tips. They balk at vague promises that language learning will get them better jobs. Today’s job market requires more than knowledge of another language. In the twenty-first century, a comprehensive essential skill set is needed for employment. This includes competence in areas beyond languages such as:

  • numeracy
  • thinking skills
  • computer use
  • the ability to work well with others

This isn’t just my opinion, by the way. These skills are recognized by Human Resources and Skills Development Canada as being essential skills for all adults. Not only are the skills needed in Canada, they’re needed in just about every other country, too.

Today’s young people understand that lifelong learning is going to be the norm for them. The idea that learning a second language is a ticket to a higher-level job or an international position is an outdated myth. Today knowledge of second or other languages is just one of the skills which may help an individual acquire meaningful employment.

Further reading on this topic:

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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 | education, ESL, languages, second languages | Tagged: , , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

MALL (Mobile Assisted Language Learning)

May 31, 2010

Mobile Assisted Language Learning, or “MALL” is creating the same buzz in the new millennium that computer-assisted language learning (CALL) created in the 1990s. MALL is language learning using mobile devices such as:

  • cell (mobile) phones (including the iPhone)
  • MP3 or MP4 players (e.g. iPods)
  • Personal Digital Assistants (PDAs) (e.g. Palm Pilot, Blackberry, etc.)

Here are a few articles — all published since 2000 – that I’ve found on MALL:

Chinnery, G. M. (2006). Emerging Technologies: Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9 – 16. Retrieved from http://llt.msu.edu/vol10num1/emerging/default.html

Collins, T. G. (2005). English Class on the Air: Mobile Language Learning with Cell Phones. Paper presented at the Fifth IEEE International Conference on Advanced Learning Technologies (ICALT’05). Retrieved from http://doi.ieeecomputersociety.org/10.1109/ICALT.2005.137

Edvista.com. Mobile Assisted Language Learning Applications.   Retrieved May 15, 2010, from http://www.edvista.com/claire/pres/iphoneapps/

Kukulska-Hulme, A., & Shield, L. (2007). An Overview of Mobile Assisted Language Learning: Can Mobile Devices Support Collaborative Practices in Speaking and Listening. Retrieved May 15 2010, from The Open University, UK: portal.acm.org/citation.cfm?id=1520087

These are just a few articles that I found. If you have other online resources for MALL to share, please let me know.

Related posts:

Cool Apps for Language Learning http://wp.me/pNAh3-mQ

Techno-Tools for the Second Language Teacher http://wp.me/pNAh3-M7

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Like this post? Share it or Tweet it: MALL (Mobile-Assisted Language Learning) http://wp.me/pNAh3-6U

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.

5 Comments | education, languages, second languages, Uncategorized | Tagged: , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Are you stifling your teachers’ creativity?

May 29, 2010

Educational program leaders and directors have a tough job managing programs. They need to oversee all aspects of program management including operations, human resources, curriculum, scheduling and budgets, just to mention a few things. Most program directors are overworked, underfunded and understaffed. They work like mad just to keep their head’s above water. If that sounds like you, then I have a question for you: In all this hustle and bustle what are you doing to keep your teachers motivated?

Like students, teachers have different gifts and talents. Do you give them opportunity to use those talents? Better yet, do you give them an opportunity to share their expertise with their peers?

Teachers need more than to just deliver content to students. This is especially true if that content is “canned”, that is to say, it’s very structured, rigid and inflexible. I once had a teaching job that I loathed because all the teachers had the same textbook and had to cover exactly the same content every week. We had a week-by-week outline of all the content we had to teach. Tests and assignments were developed by the two head teachers without input from others. All the assignments given in every class, by every teacher were the same. Every teacher had to give the same test on the same day.  Teachers were instructed on grading practices, so that grading would be “simpler and standardized”. Those in charge said it would increase quality.

It was true. It was all very standardized. And I’ll be honest, a monkey could have taught that class. There we were, a group of dynamic, engaged professionals, all of whom had bachelors or master’s degrees, churning out canned classes like robots. I stayed for a while and then resigned. Why? Because by being overly prescriptive about our teaching, the quality didn’t increase. It decreased.

One by one, the most engaged, dynamic and creative teachers all left. Those who stayed did so either because they liked the ease of not having to prepare much or because they were too afraid to look for work elsewhere. In any case, the result was the same. The teachers became disgruntled, disengaged and unhappy.

Now let’s consider another case. At a local college, my friend Val is an ESL teacher. While she has particular objectives in her teaching, she also had an idea about using Reading Circles in her work. She asked for the opportunity to run a reading circle with her fellow teachers at the college. Her superiors said, “Go for it!” The reading circle was a success and her project became hot talk among her peers. She moved on to do an applied research project about using reading circles for ESL and literacy. She was asked to do a presentation at the college about her work. People started talking. Val’s idea began to spread. She has gone on to present at conferences. There’s even a YouTube video about Val’s Reading Circles.

Val was given the opportunity by her superiors to use her creativity and not have it stifled. By being given the chance to explore and develop her ideas and talents, Val went about digging deeper into an area she has an interest in, develop professionally and become a leader in her own right in the area of reading circles for ESL literacy.

Giving teachers a chance to showcase and celebrate their professional expertise achieves 5 things (maybe more):

  • Offers them a chance to share their knowledge and passion with their peers.
  • Motivates them to become self-directed learners themselves as they have the chance to investigate what they’re interested in.
  • Provides recognition from others, both inside and outside your school.
  • Increases the teacher’s commitment to the profession.
  • Raises the profile of your school by highlighting the talented professionals who work with you.

What are you doing to encourage your teachers to use their creativity?

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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 Are you stifling your teachers’ creativity? | education, ESL, leadership, Uncategorized | Tagged: , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

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